Examinando la narrativa maestra de “grit”: Las contra-narrativas con estudiantes negros y latinx con discapacidades durante una era de pruebas de “high-stakes”

Autores/as

  • Adai Tefera Virginia Commonwealth University
  • David Hernández Saca University of Northern Iowa
  • Ashlee Lester Virginia Commonwealth University

DOI:

https://doi.org/10.14507/epaa.27.3380

Palabras clave:

pruebas de high-stakes, grit, estudiantes de color con discapacidades, escolarización urbana, estudios de discapacidad en educación

Resumen

En este estudio, examinamos la noción de pruebas de “grit” y de “high-stakes” centrándonos en las experiencias y perspectivas de los estudiantes negros y latinx con discapacidades con el California High School Exit Exam (CAHSEE). A través de entrevistas, grupos focales y observaciones en el aula con 15 estudiantes negros y latinx con discapacidades, utilizamos el poder de las voces y las contra-narratives de los estudiantes para problematizar la narrativa magistral de un discurso binario “grit” / no “grit” dentro de política educativa. Este binario ha contribuido a una cultura educativa que refuerza el culpar a las víctimas, refuerza las inequidades para los estudiantes con discapacidades y socava el bienestar emocional de los estudiantes. Aprovechando el poder de las experiencias y perspectivas de los estudiantes, concluimos con recomendaciones para políticas y prácticas.

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Biografía del autor/a

Adai Tefera, Virginia Commonwealth University

Adai is an assistant professor in the School of Education at Virginia Commonwealth University. Her scholarship focuses on how educational policies aimed at improving equity among students at the intersections of race, disability, language, and other sociocultural differences are enacted and experienced by educators, leaders, and students, particularly within classroom, school, and community contexts. A second strand of her scholarship focuses on knowledge mobilization – improving the accessibility and usability of research. She is particularly interested in studying knowledge mobilization efforts focused on the advancement of educational equity for historically marginalized learners.  

David Hernández Saca, University of Northern Iowa

David is an assistant professor at the University of Northern Iowa. The nucleus of his research agenda is problematizing the common sense assumptions of what learning disabilities are. His three lines of research are (a) the emotional impact of learning disability labeling on conceptions of self, (b) the role of emotion and affect in teacher learning about social justice issues, and (c) transition plans and programming for historically marginalized youth with disabilities at their intersections and their families.

Ashlee Lester, Virginia Commonwealth University

Ashlee is a doctoral student studying Educational Psychology at Virginia Commonwealth University.  Her research focuses largely on educational equity; predominantly in out of school spaces.  Her recent work has been two-fold in 1) investigating the role of adolescent engagement in afterschool programs, and 2) exploring the relationship between community level demographic shifts and exclusionary discipline practices.  

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Publicado

2019-01-06

Cómo citar

Tefera, A., Hernández Saca, D., & Lester, A. (2019). Examinando la narrativa maestra de “grit”: Las contra-narrativas con estudiantes negros y latinx con discapacidades durante una era de pruebas de “high-stakes”. Archivos Analíticos De Políticas Educativas, 27, 1. https://doi.org/10.14507/epaa.27.3380

Número

Vol. 27 (2019)

Sección

Articles

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