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.
Beneke, M. R., (2021). Investigating young children's conceptualizations of disability and race: An intersectional, multiplane critique. Educational Researcher. https://doi.org/10.3102/0013189X21992029
Beneke, M. R. (2020). Mapping socio-spatial constructions of normalcy: Whiteness and ability in teacher candidates’ educational trajectories. Whiteness and Education. https://doi.org/10.1080/23793406.2020.1803123
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.