Examinando a narrativa-mestra do “grit”: Contra-narrativas com alunos negros e latino-americanos com deficiências durante uma era de testes “high-stakes”

Autores

  • 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

Palavras-chave:

testes de “high-stakes”, “grit”, estudantes com deficiência, escolaridade urbana, estudos sobre deficiência na educação

Resumo

Neste estudo, examinamos a noção de “grit” e “high-stakes” com foco nas experiências e perspectivas de alunos negros e latinos com deficiência, com o California High School Exit Exam (CAHSEE). Por meio de entrevistas, grupos focais e observações em sala de aula com 15 alunos negros e latinos com deficiências, utilizamos o poder das vozes e contra-narrativas dos alunos para problematizar a narrativa-mestra de um discurso binário “grit” / “não grit” dentro da política educacional. Esse binário tem contribuído para uma cultura educacional que reforça a responsabilização das vítimas, reforça as desigualdades para os alunos com deficiência e prejudica o bem-estar emocional dos estudantes. Aproveitando o poder das experiências e perspectivas dos alunos, concluímos com recomendações de políticas e práticas.

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Biografia do Autor

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

Como Citar

Tefera, A., Hernández Saca, D., & Lester, A. (2019). Examinando a narrativa-mestra do “grit”: Contra-narrativas com alunos negros e latino-americanos com deficiências durante uma era de testes “high-stakes”. Arquivos Analíticos De Políticas Educativas, 27, 1. https://doi.org/10.14507/epaa.27.3380

Edição

v. 27 (2019)

Seção

Articles

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