The Narrative Experiences of African Americans With Disabilities: A Call for Critical Reflection
Marginalized, ostracized, and low academic achievement are words that have been used to describe what happens when African Americans go to school (Fashola, 2005; Polite & Davis, 1999). Furthermore, there is a widespread lack of knowledge when it comes to understanding the experiences of African Americans with disabilities in schools and society. A structural reformation of schooling practices has been proposed to bring about equity and equality in education, particularly for African Americans (Du Bois, 1994). Over the past several decades, we have seen a rise in important literary works that attempt to describe inequitable experiences in education and challenge the notion that African American children are inferior. This book is a much-needed contribution to that body of literature. The personal narratives presented in this book reflect the challenges directly related to current research concerning the norms, culture, and practices of education as we know it. Moreover, the narratives in this book as told through the voices of African Americans with disabilities reveal the concreteness of experiences juxtapose socially constructed ideals.
Untold Narratives: African Americans Who Received Special Education Services and Succeeded Beyond Expectations
Information Age Publishing
Baker, Aaliyah, "The Narrative Experiences of African Americans With Disabilities: A Call for Critical Reflection" (2018). Books and Book Chapters by University of Dayton Faculty. 142.