Harvard Educational Review
  1. Fall 2016 Issue »

    Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning

    Toward an Inclusive Pedagogy That Accounts for Dis/Ability

    FEDERICO R. WAITOLLER AND KATHLEEN A. KING THORIUS
    In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).

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    Federico R. Waitoller is an assistant professor in the Department of Special Education at the University of Illinois at Chicago. His research focuses on urban inclusive education. In particular, his work aims to examine and address policies and practices that generate or reproduce inequities for students from nondominant backgrounds who receive special education services. In this sense, he is interested in examining and addressing injustices at the intersections of race, class, language, gender, and dis/ability and their implications for an inclusive education agenda. Waitoller is the coeditor (with Alfredo J. Artile and Elizabeth B. Kozleski) of Inclusive Education: Examining Equity in Five Continents (Harvard Education Press, 2011). 

    Kathleen A. King Thorius is an associate professor of special education within Indiana University’s School of Education and is principal investigator for the Great Lakes Equity Center, which is funded by the US Department of Education to address school desegregation in relation to race, gender, and national origin. She has a strong record of facilitating partnerships with state departments of education and school districts to create inclusive educational systems. Her research explores ways educational policy and local practices converge to shape experiences and outcomes for historically underserved students, particularly students of color with dis/abilities. Thorius’s work has been published in Exceptional Children, Remedial and Special Education, and Theory into Practice, as well as other dis/ability-related and interdisciplinary journals. She is also coeditor (with Elizabeth Kozleski) of Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform (Teachers College Press, 2014).
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    Fall 2016 Issue

    Abstracts

    Restorying the Self
    Bending Toward Textual Justice
    EBONY ELIZABETH THOMAS AND AMY STORNAIUOLO
    The Double Bind for Women
    Exploring the Gendered Nature of Turnaround Leadership in a Principal Preparation Program
    JENNIE MILES WEINER AND LAURA J. BURTON
    Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning
    Toward an Inclusive Pedagogy That Accounts for Dis/Ability
    FEDERICO R. WAITOLLER AND KATHLEEN A. KING THORIUS
    After the Gold Rush
    Questioning the “Gold Standard” and Reappraising the Status of Experiment and Randomized Controlled Trials in Education
    GARY THOMAS
    Social Red Bull
    Exploring Energy Relationships in a School District Leadership Team
    ALAN J. DALY, YI-HWA LIOU, AND CHRIS BROWN
    Editor's Review
    REBECCA BLAZAR LEBOWITZ

    Book Notes

    Tell Me So I Can Hear You
    Eleanor Drago-Severson and Jessica Blum-DeStefano

    Miseducation
    By A. J. Angulo