Molly Siuty

Molly Siuty

  • College of Education and Human Development

    Teaching and Learning

    Associate Professor

Office Location

1741 N Park Ave

Phone

570-242-2560

Biography

Dr. Molly Siuty is an Associate Professor of Special Education and Disability Justice at Temple University and an affiliate of the Institute on Disabilities. Dr. Siuty's research focuses on the social processes shaping teacher education systems to prepare critical inclusive educators in urban education networks. Drawing on sociocultural theory, Disability Critical Race Theory (DisCrit), and Disability Justice principles, Dr. Siuty seeks to untangle the role of disability and ableism in everyday, taken-for-granted sociocultural practices to seek increased interdependence and solidarity in deconstructing interlocking systems of oppression. Her work has been featured in publications such as Teachers College Record, Review of Educational Research, Teaching and Teacher Education, and Teacher Education and Special Education. Prior to earning her Ph.D., Dr. Siuty was a special education teacher in the New York City public school system.

Google Scholar: Molly Siuty, PhD on Google Scholar

Courses Taught

Number

Name

Level

SPED 2231

Introduction to Special Education

Undergraduate

Selected Publications

  • Beneke, M.R., Siuty, M.B., & Handy, T. (2022). Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research. Teachers College Record: the Voice of Scholarship in Education, 124(7), pp. 105-130. SAGE Publications. doi: 10.1177/01614681221111431

  • Siuty, M.B. & Atwood, A. (2022). Intersectional Disruptor: A Special Educator of Color Living and Teaching in the Intersections. Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council for Exceptional Children, 45(1), pp. 61-76. SAGE Publications. doi: 10.1177/08884064211062872

  • Siuty, M.B. (2019). Inclusion gatekeepers: the social production of spatial identities in special education. International Journal of Qualitative Studies in Education, 32(8), pp. 1032-1047. Informa UK Limited. doi: 10.1080/09518398.2019.1635283

  • Siuty, M.B. (2019). Teacher preparation as interruption or disruption? Understanding identity (re)constitution for critical inclusion. Teaching and Teacher Education, 81, pp. 38-49. Elsevier BV. doi: 10.1016/j.tate.2019.02.008