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Research Statement
Area of Focus
I argue that schools are sites of social reproduction in which systemic inequity is perpetuated
by privileging normalcy and its corollary, pathologizing difference (Artiles, 2013; Leonardo &
Broderick, 2011; Skrtic, 1995). Because these processes are insidious, they are rarely evident to the
students, teachers, and administrators who work in schools. The goal of my research is to make
schools more inclusive of difference by exposing and dismantling systems of educational inequity
with my participants. Specifically, I want to explore the social processes through which teacher
education systems prepare (special)1 educators equipped with the knowledge and skills to be
critical inclusive educators in urban settings. In this research statement, I will explain my
theoretical orientation, describe my current research activities, and lay out future directions for my
research agenda.
Theoretical Orientation
Since teaching and learning is rooted in systems seeped in a social and cultural history, I
seek to understand the practices of individuals through a sociocultural lens (Gutierrez & Stone,
2000; McDermott, 2006). Thus, my research extends the unit of analysis beyond the individual
teacher or teacher educator to the social processes of their everyday practice. I also take a social
constructionist approach in my work (Charmaz, 2008). As opposed to positivist approaches in
research, constructivist grounded theorists do not assume that truth or facts exist waiting to be
uncovered through research. Nor does it assume that researchers come to the process of data
analysis as blanks slates devoid of particular histories, interests, or interpretive frames of reference.
In other words, the goal of data analysis in constructivist grounded theory is always an interpretive
version of reality. Since I am committed to social justice in my research, I also employ critical
ethnographic methods because they seek to uncover systemic processes of injustice for the purposes
of promoting equity (Madison, 2012). I see to make the implicit undercurrents of power and
privilege explicit and vulnerable to critical reflection.
In my research, I also take a humanizing stance, which according to Paris (2011), requires
that our inquiries involve dialogic consciousness-raising and the building of relationships of dignity
and care for both researchers and participants (p. 137). In contrast to more positivist approaches
that view human behavior as mechanical and consistent, I use interpretative methods that take into
account the messiness and uneven nature of teaching and learning providing for a situated view of
the lived classroom (Erickson, 1986). By making these social processes visible, I work with teacher
candidates and teachers to redefine the role of teacher as change agent in the social project of
increased equity and inclusivity.
Current Project
Teacher educators have proposed inclusive teacher education as one means to address to
educational systems that perpetuate interlocking oppression for students with disability labels (e.g.,
Ashby, 2012; Causton-Theoharis, Theoharis, & Trezek, 2008; Dotger & Ashby, 2010; Gehreke &
Cocciarella, 2013; Oyler, 2011; Zeichner, 2010). This version of inclusive teacher education rejects
a limited scope of inclusion as a place but rather a critical conceptual understanding of school
organizations and the marginalization of difference. Ultimately, these programs seek to prepare
educators to be agents of change in their schools. However, scant attention has been paid to the
process through which graduates of inclusive teacher education programs (re)constitute their teacher
identity in practice (Artiles & Kozleski, 2007).
1 I place the word special in parentheses because inclusive education is a social project that involves the preparation of
all educators in systems change for increased equity. However, I recognize that special education as it currently exists in
the law has real consequences for the way that school organizations provide services. Therefore, special education
teachers are of particular focus in my work on inclusive education.