Ebony Perouse-Harvey
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About Ebony
Perouse-Harvey’s main research interests and teaching practice centers around the creation of professional development that supports both special and general educators in recognizing the impact of the intersectionalities of race, class, gender, and (dis)ability in their classrooms and special education practices. She is a graduate of the University of Michigan’s School of Education with a specialization in Teaching and Teacher Education. She also holds a master’s degree in special education: learning disabilities and a Juris Doctor. She is a New York University Steinhardt Faculty-First Look Scholar and a University of Michigan School of Education Diversity, Equity, and Inclusion awardee.
Contributions
Publications
Focuses on how to develop materials that leverage critical theoretical frameworks, provide learning experiences that mirror teacher practice in schools, and provide authentic representations of families of color to develop pre-service teachers' collaborative and advocacy practices.
Explores how critical frameworks, such as, intersectionality and Disability Critical Race Theory can be used as analytic tools to scaffold preservice teachers’ ability to see the ways in which referrals to and services within special education reproduce inequities for (dis)abled students of color.
Provides suggestions on how teacher educators can support pre-service and in-service teachers in understanding intersectional oppression through class activities, assignments, and discussions based on the following pillars: (1) historical knowledge, (2) knowledge of current federal policies and (3) student and family advocacy.