- Beneke, M. R. (2021). Investigating young children's conceptualizations of disability and race: An intersectional, multiplane critique. Educational Researcher, 52(2), 97-104.
- Love, H. R., & Beneke, M. R. (2021). Pursuing justice-driven inclusive education research: Disability critical race theory (DisCrit) in early childhood education. Topics in Early Childhood Special Education.
- Beneke, M. R. (2020). Mapping socio-spatial constructions of normalcy: Whiteness and ability in teacher candidates' educational trajectories. Whiteness and Education.
- Beneke, M. R., Skrtic, T. M., Guan, C.,Hyland,S., An, Z. G., Alzahrani, T., Uyanik, H., Amilivia, J. M., Love, H. R. (2020). The mediating role of exclusionary school organizations in pre-service teachers' constructions of inclusion. International Journal of Inclusive Education, 24(13), 1372-1388.
- Siuty, M. B., & Beneke, M. R. (2020). Authoring dis/ability identities: Mapping the role of ableism in teacher candidate identity construction. Critical Education, 11(15), 26-48.
- Beneke, M. R., & Cheatham, G. A., (2020). Teacher candidates talking (but not talking) about dis/ability and race in preschool. Journal of Literacy Research, 52(3), 245-268.
- Beneke, M. R., & Cheatham, G. A. (2019). Race talk in preschool classrooms: Academic readiness and participation during shared-book reading. Journal of Early Childhood Literacy, 19(1), 107-133.
- Beneke, M. R., Newton, J., Vinh, M., Blanchard, S. B., & Kemp, P. (2019). Practicing inclusion, doing justice: Disability, identity, and belonging in early chidhood. Zero to Three, 39(3), 26-34.
- Beneke, M. R., Park, C. C., & Taitingfong, J. (2019). An inclusive, anti-bias framework for teaching and learning about race with young children. Young Exceptional Children, 22(2), 74-86.
- Beneke, M. R., & Cheatham, G. A. (2016). Inclusive, democratic family-professional partnerships: (Re)conceptualizing culture and language in teacher preparation. Topics in Early Childhood Special Education.
Affiliate Faculty, Disability Studies
Affiliate Faculty, Banks Center for Educational Justice
In solidarity with disability justice communities, my scholarship is concerned with transforming deficit discourses surrounding young children’s identities and competencies, specifically young children of Color with disabilities, in the context of everyday literacy practices. I come to this work as a white, nondisabled, cishetero woman, and strive to divest myself from interlocking systems of power which allow me access to unearned advantage. Through critical, sociocultural analyses, I focus on how early educators, young children, and families resist oppressive notions of “normalcy” through critical literacies. I consider how such resistance can inform shifts in teacher education and early childhood (special) education.