There havebeen numerous efforts in education to shift the ways teachers interact with students of color.

This solidarity is the essential ingredient for “radical healing”(Ginwright, 2009), and healing is an often overlooked factor for improving education

YPAR allows for a way to apply what students are learning directly in their lives and intheir communities. YPAR can lead to the development of a youth’s critical lens, where theyhave a social critique of the systems and structures that oppress them, and can lead to themotivation to take action toward social justice.

Teacher Participatory Action Research (TPAR) projects whereteachers deepen their understanding of students, families, and the communities they serve.

Participatory Action Research (PAR), agrowing methodology in social justice education (Cammarota, & Fine, 2008; Desai, 2018;Morrell, 2008; Poon & Cohen, 2012

o be culturally rooted means to place high value on indigenous cultures and thecultures of communities of color.

This connection must avoid thetrap of multiculturalism and the reduction of culture to “trivial examples and artifacts ofcultures such as eating ethnic or cultural foods, singing or dancing, reading folktales, and otherless than scholarly pursuits of the fundamentally different conceptions of knowledge or questsfor social justice”

Let’s be real here. I represent aninstitution that represents the state that represents a history of colonialism andrepression. Why would students trust me? Every day I have to fight against that history

hese relationships are the foundation for teachers,students, and families to create solidarity with and among each other

CRP advances the work of critical pedagogy and culturally responsive pedagogy bycentralizing a community’s context in the education of children and youth. We use communityto refer to the cultural, political, social, and economic spaces and places that shape student andfamily realities.

he goal of CRP is to use education as a vehicle forliberation through the awakening of students' critical consciousness that lead to actions thatpromote wellness through racial and social justice in their personal lives, families, communities,

Community Participatory Action Research, Media Literacy, CriticalThinking/Problem Solving, Socratic Seminar, Oral Histories, Civic and Community Engageme

Context: ​ It is essential for Ethnic Studies to be responsive to students and their families andcommunities.

The goal was for students in Ethnic Studies to leverage their educationtowards the betterment of their communities (B

elevant​​and includes the marginalizedexperiences of students of color

Access​​means foreducational institutions to open their doors to more students of color and to provide them witha quality education.

​The purpose of Ethnic Studies is to eliminate racism and other forms of oppression.

akes into account the critical relationships between the PURPOSE ofeducation, the CONTEXT of education, the CONTENT of what is being taught, and theMETHODS of how it is taught

(Cuauhtin, et al, 2019; de los Rios, et al 2016;Duncan-Andrade & Morrell, 2008; Hu-Dehart, 1993; Sleeter & Zavala, 2020;

ommunity Responsive Pedagogy (CRP) centers the wellness ofstudents by providing them an education where they feel valued, cared for, and humanized.

Ethnic Studies takes into account the alignment between purpose, context, content, andmethod and centers these core values: respect, solidarity and unity, self-determination andcritical consciousness, community actualization, and hope (San Francisco Unified School DistrictEthnic Studies Committee, 2013).

The truth in the event is revealed when Dolores at last permits her daughter to pass out of her domestic cage and into the public and political realm. No more must Cerezita act behind the scenes.

Cherríe Moraga’s heroine Cerezita (little cherry) is a sixteen-year-old head with no body. Like Sor Juana, she is fully living the life of the mind, able to read philosophy, theology, poetry, and tragedy. At the same time, she is the hybrid Chicana, combining Old World with New. Alongside the Western canon, she reads Mexicans, queers, Aztecas: Rosario Castellanos, García Lorca, the Popol Vuh. She reads in Eng-lish, in Spanish, in Latin, in Nahuatl. Far from being satisfi ed with her mind that is free of corporeality, Cerezita rails against her situation, not by feeling sorry for herself—though she does try to get others to see the world from her position—but by fi ghting back against the growers, gov-ernment, and agribusiness. Cerezita feels keenly the loss of her female body, and while she feels sexual desire, it is her own body she wants.1

Cerezita, is a perpetual child—not because she lacks an adult mind but because she lacks an adult (or any) body

Cerezita as La Virgen de Guadalupe

main characters has no body: no limbs, no torso. Moraga is explicitly

n contemplating an emergent critical pedagogy that can account for multiple collectives, we need to remember that although marginalized groups may share oppressive experi-ences, groups are diverse and even representative marginalized groups can appear to be at odds with one another.

unitary; it is always partial, supplemental, constructed in between bodily contacts and scenes of embodiment. As Anzaldfia and Wojnarowicz demonstrate, all subjectivity is implicitly prosthetic, constituted between various border(land)s

In a similar vein, Eva Tettenborn asks how Freudian theories of mourning and melancholi

he articles we have assembled for this special issue all work within a disability studies framework to examine the interplay of race, ability status, and other social identities in American literatur

As Wilson shows, these multiple identities can often be interrelated, yet we want to point out that when such analogies are made between one form of oppression and another, the comparison often ends up privileging one over the other

Arguably the first example of black autopathography, Our Nig suggests that the production of black subjectivity and the production of the disabled body are coterminous.

If a meaningful engagement with race is missing from Kreigel's early theorizing on disability, his choice of Uncle Tom as a subject points to the nearly reflexive ascription of disability to enslaved bodies in antebellum abolitionist literature.

Although Kriegel takes an important first step in rethinking the ramifications of hegemonically-conceived representations of disability for disabled people, he does so in a way that presumes whiteness in his formulation of disability, reduces blackness to a trope that alienates black people, and reproduces racist discourses in his uncritical embrace of the racially subaltern

More recently, scholars in literary disability studies have claimed that damaging representations of disability-even if they follow a predictable mode of representation-do not always relegate disabled characters to stereotypes about disability (such as that which is to be feared, pitied, or wondrously admired)

, the concept of disability has been used to justify discrimination against other groups by attributing disability to them ... non-white races were routinely connected to people with disabilities, both of whom were depicted as evolutionary laggards or throwbacks"

Ethnic studies has a long history of considering race in conjunction with gender, class, sexuality, immigrant and colonial subject status, and the scholarship on the intersectionality of these social identities is vast. However, there is very little work that addresses the ways in which the categories of race/ethnicity and disability are used to constitute one another or the ways that those social, political, and cultural practices have kept seemingly different groups of people in strikingly similar marginalized positio

What disability studies does, then, is call attention to how built and social environments disenable those with physical, sensory, or cognitive impairments and privilege those who are normatively constitut

Furthermore, the medicalization of disability defines disability merely as a physiological impairment-a source of individual misfortune or the unnatural product of a biological "accident"-and thus avoids considering the implications of "disability" as a discursively engineered social category