Contents Acknowledgments ?ix Introduction and Overview of the Book ?1 Part I: The Quest For Equity And Theory In Partnerships To Eliminate Racial Disproportionality In Special Education 1. ?Disproportionality?A Cultural?Historical Problem in Search of a Cultural?Historical Solution ?13 Meeting the Moment With Equity Assistance ?13 Sorting Through the Research: An Introduction to the Problem of Disproportionality ?15 Reading the Research: A Synopsis of What We Know About Disproportionality?s Root Causes ?18 Disproportionality as a Contested Phenomenon: Illuminating and Obscuring Systemic Racism and Ableism ?27 Policy and Practice Approaches to Eliminating Disproportionality ?30 Researcher-Led/Research on Approaches to Eliminating Disproportionality ?36 Implications of Existing Research on Technical Assistance Approaches to Remediating Disproportionality ?38 2. ?Technical Assistance as Cultural?Historical Activity ?42 Enhancing Technical Improvements With Contextual Analysis and Application ?47 Considering Context in the Development and Design of Evidence-Based Practices: Equity Cannot Be ?Implemented? ?49 3. ?Theoretical and Conceptual Foundations of Equity Expansive Technical Assistance ?53 PART II: Facilitating Critical En/Counters: The Application Of Equity Expansive Technical Assistance Partnerships To Reverse Racial Disproportionality In Special Education 4. ?Equity Expansive Technical Assistance ?61 Technical Assistance Organized by Duration and Intensity ?61 The Defining Elements of Equity Expansive Technical Assistance ?66 From Top-Down Expert to Critically Conscious Partner ?67 Expanding and Enhancing Technical Solutions With Contextual and Critical Analysis and Systemic Transformation ?79 Process-Based Conceptualization of Systemic Transformation Informed by Expansive Learning Theory ?90 Critical Tools for Encountering and Expanding Policies and Practices ?93 Revisiting the Goal of Equity Expansive Technical Assistance: Something for Everyone ?106 5. ?Equity Expansive Technical Assistance for Reversing Disproportionality ?108 Equity Expansive Learning Cycle(s) of a Technical Assistance Partnership to Eliminate Disproportionality ?109 Step 1: Analyzing the ?Dispro Status Quo? ?109 Step 2: Evoking Systemic Tensions, or Framing and Naming the Impact and Relationship of Racism and Ableism ?120 Step 3: Introducing Equity Resources as Mediating Artifacts, or Defining the Elements of Equitable (Special) Education, Curriculum, and Instruction ?129 Step 4: Equity Expansion of the Object Through Innovative Activity Models, or Expanding the Object to a Coordinated System of Equitable Education Practice, Policy, and Contributing Belief Systems ?132 Step 5: Testing out and Refining Innovations, or Engaging in Critical Praxis ?132 Steps 6 and 7: Reflecting on and Refining the New Activity Model and Disseminating the Model Through Distributed Activity Systems, or Distributing Equitable Practice ?134 6. ?The Florence Unified School District ?135 Reframing Perceptions of Isolated Incidents to Understand and Remediate a Pervasive Negative Climate for People of Color ?137 The Primary Contradiction: The Epistemic Question of How We Can Have Two Truths ?138 The Double Bind: We Are Here Because We Want to Help/We Are Not Your Charity ?140 The Tertiary Contradiction: Seeking Resolution Through Trauma and Harm Reduction ?142 Refining the Activity Model: Who Does What, When, and How ?142 7. ?Representative SEA Center Partnership ?145 Background for the Partnership ?145 Site and Participants ?147 How the Partnership Led to the Study ?148 Data Collection and Analysis Processes ?148 The Initial Object of Collecting and Distribution of ?Best Practices?: Seeking ?Critical Friends? to Layer Equity on Technical Acontextual Solutions ?149 Artifacts and Contradictions Expanding the Initial Object of Activity: ?Oh My, What Are We Going to Do Now?? ?150 Modeling New Solutions: From Technical Strategies to Transformative Asset Pedagogies ?158 8.

?Ongoing Cycles and Continued Vigilance ?161 Implications of the Approach ?162 References ?167 Index ?191 About the Author ?197.