Abstract

In this paper, I present a conceptual framework for conducting sociohistorical research at the intersection of disability and race in (art) education. Drawing on Crawford (2020), I present an expansive framework that makes visible the relationships between the theory I employ in my scholarship, the literature on which I draw, the specific sociohistorical context of Richmond, VA -- the city in which I live and work -- and my own positioning as a white, disabled, Southern, anti-Zionist Jewish mother, organizer, teacher, and doctoral candidate. I begin by charting how this framework is both a heuristic used in the context of my dissertation study and a record of reflexive theorizing to understand my scholar-activist praxis at this particular moment in time. I then discuss the conceptual framework, with detailed exploration of the personal experiences, relevant literature, and theories that inform its utility. I conclude by offering thoughts on how the framework might be applied in future scholarship -- both my own and that of others. 

Keywords: conceptual framework, race, disability, art education, education

How to Cite:

Gabriel, J., (2024) “A conceptual framework for sociohistorical research at the intersection of disability and race in (art) education”, Marilyn Zurmuehlen Working Papers in Art Education 2024(1), 1-23. doi: https://doi.org/10.17077/2326-7070.33859