Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability

Waitoller, Federico R.; Thorius, Kathleen A. King

doi:10.4135/9781526470430.n17

Cited by 12 publications

(24 citation statements)

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“…Because dis/ability is constructed with other aspects of identity, including gender, race, and language (Waitoller & King Thorius, 2016), the risks of revealing dis/abilities are also exacerbated for non-White and otherwise marginalized youth (Collins et al, 2016). For example, because of the historical ways that Black boys’ bodies are targeted and negatively sanctioned in schools (Ferguson, 2010), it might have been particularly dangerous for Jeremiah to make public his dis/ability.…”

Section: Discussionmentioning

confidence: 99%

“…We called this teacher/researcher inquiry group Project S upporting U rban S ustenance through T eacher A ction Research & IN quiry (SUSTAIN). As part of this inquiry group, Dr. Federico Waitoller visited as a guest speaker to discuss his publication calling for a cross-pollination of CSP and UDL (Waitoller & King Thorius, 2016). Although multiple teachers in the group, including Mr. C, were familiar with UDL principles and had been employing them in their teaching, the potential connections to CSP were new to members of Project SUSTAIN.…”

Section: Methods and Data Sourcesmentioning

confidence: 99%

“…As the unit unfolded, we took notice of how more students wrote about their dis/abilities as facets of their cultures and identities than they had the previous year. Our recent engagement with Waitoller and King Thorius’s (2016) work led us to focus on (1) the ways in which these students publicly wrote and shared their experiences with their dis/abilities through spoken word poetry and (2) how the unit’s design and implementation invited more complex understandings of culture and identity.…”

Section: Methods and Data Sourcesmentioning

confidence: 99%

“…Although early accounts of CSP concentrate attention to race, ethnicity, language, and class, Waitoller and King Thorius (2016) call for interdisciplinary dialogues that also address dis/ability as a marker of difference and oppression:We use a slash to denote dis/ability as not an individual trait but, rather, a product of cultural, political, and economic practices (Davis, 1995). This understanding does not deny biological and psychological differences, but it emphasizes that such differences gain meaning, often with severe negative consequences (e.g., segregation), through human activities informed by norms (Davis, 2013).…”

mentioning

confidence: 99%

“…Situated in a long-term, research-practice partnership (RPP; Coburn & Penuel, 2016), this analysis examines a seventh-grade spoken word poetry unit that took up this call to cross-pollinate CSP and UDL (Waitoller & King Thorius, 2016) through culture- and identity-oriented writing. We wondered How and why did some students in this classroom center dis/ability in their poetry writing? How did the design and implementation of the unit invite more complex understandings of cultures and identities? …”

mentioning

confidence: 99%

See 4 more Smart Citations

And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

Coppola

Woodard

Vaughan

2019

Literacy Research: Theory, Method, and Practice

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This case study explores how a research-practice partnership worked to cross-pollinate culturally sustaining pedagogy (CSP) and Universal Design for Learning (UDL) over the course of a 9-week spoken word poetry unit in a seventh-grade classroom. The unit reflected CSP’s commitment to linguistic, literate, and cultural pluralism (e.g., centering culture- and identity-focused writing) while also intentionally embedding principles of UDL (e.g., multiple means of representation, action, expression, and engagement). The analysis examines how and why some students in this classroom centered dis/ability in their poetry writing and how the design and implementation of the unit invited more complex understandings of cultures and identities. Findings suggest that CSP supported students in making their identities more visible in the classroom, while the integration of UDL principles eliminated barriers for participation. Both were integral in focal students’ engagements with aspects of their identities throughout the unit. Ultimately, the unit’s design facilitated the movement of the focal students from the periphery to more centripetal roles within the classroom community.

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Section: Discussionmentioning

confidence: 99%

Section: Methods and Data Sourcesmentioning

confidence: 99%

Section: Methods and Data Sourcesmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

Coppola

Woodard

Vaughan

2019

Literacy Research: Theory, Method, and Practice

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Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act

Egalite

Fusarelli

2017

Educational Administration Quarterly

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In December 2015, President Obama signed the Every Student Succeeds Act, which was a long overdue reauthorization of the Elementary and Secondary Education Act. What is remarkable about this new federal legislation is that it explicitly reverses the decades-long federal effort to more tightly couple the U.S. educational system. While not removing testing requirements, the legislation dramatically reduces the federal role in shaping education policy, returning significant power to the states to design educational systems as they best see fit. The law places sharp limits on the use of federal executive power over education and has the potential to remove the federal government from oversight and accountability over schools, raising questions about the equity implications of this policy change. Research Method: Utilizing public documents, including legislation, speeches by federal officials, analyses by policy organizations, and news accounts, the authors trace the evolution of federal efforts from a more tightly coupled educational system to one with greater state and local flexibility in order to estimate the equity impact of efforts to decentralize governance. Findings: While certain provisions of the Every Student Succeeds Act may reduce inequity and improve educational outcomes for all

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Introduction to the New Editors of Exceptional Children: The Editorial Vision of the New Team

Thorius,

J. Lindo,

Martínez-Álvarez

et al. 2023

Exceptional Children

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Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability

Cited by 12 publications

References 0 publications

And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

And the Students Shall Lead Us: Putting Culturally Sustaining Pedagogy in Conversation With Universal Design for Learning in a Middle-School Spoken Word Poetry Unit

Will Decentralization Affect Educational Inequity? The Every Student Succeeds Act

Introduction to the New Editors of Exceptional Children: The Editorial Vision of the New Team

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