Harvard Educational Review
  1. Summer 2017 Issue »

    Strategic Coalitions Against Exclusion at the Intersection of Race and Disability—A Rejoinder

    KATHLEEN A. KING THORIUS AND FEDERICO R. WAITOLLER
    Here Kathleen A. King Thorius and Federico R. Waitoller respond to Harvard Educational Review’s Spring 2017 forum on their 2016 article “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.” The forum invited six scholars from the field of disability studies who have helped create and spread culturally sustaining pedagogy to discuss the opportunities and challenges of “cross-pollinating” these two approaches. The authors rejoin the conversation, clarifying and expanding on the forum’s comments.

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    Kathleen A. King Thorius is an associate professor of special education in Indiana University’s School of Education. She also serves as executive director of the Great Lakes Equity Center and its Midwest and Plains Equity Assistance Center, funded by the US Department of Education to address school desegregation in relation to race,sex, national origin, and religion. She has a strong record of facilitating partnerships with state departments of education and school districts to create inclusive education systems. Thorius’s 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. Her work has been published in the International Journal of Inclusive Education, Exceptional Children, Remedial and Special Education, and Theory into Practice, as well as other dis/ability-related and interdisciplinary journals. She is coeditor (with Elizabeth Kozleski) of Ability, Equity, and Culture: Sustaining Inclusive Urban Education Reform (Teachers College Press, 2014).

    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 and, in particular, examines and addresses policies and practices that generate or reproduce inequities for students of color with disabilities. He is also interested in how these inequities are affected by the production of space in urban economies and the role of teacher learning and interdisciplinary pedagogies in developing capacity for inclusive education. Waitoller is the coeditor (with Alfredo J. Artiles and Elizabeth B. Kozleski) of Inclusive Education: Examining Equity in Five Continents (Harvard Education Press, 2011).

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    Summer 2017 Issue

    Abstracts

    Beyond Mediocrity
    The Dialectics of Crisis in the Continuing Miseducation of Black Youth
    BRIAN D. LOZENSKI
    Reclaiming Adolescence
    A Roma Youth Perspective
    JACQUELINE BHABHA, ARLAN FULLER, MARGARETA MATACHE, JELENA VRANJEŠEVIĆ, MIRIAM C. CHERNOFF, BORIS SPASIĆ, AND JELENA IVANIS
    Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates’ Teaching of Mathematics for Conceptual Understanding
    AMANDA JANSEN, DAWN BERK, AND ERIN MEIKLE
    Strategic Coalitions Against Exclusion at the Intersection of Race and Disability—A Rejoinder
    KATHLEEN A. KING THORIUS AND FEDERICO R. WAITOLLER
    At the Nexus of Education and Incarceration
    Four Voices from the Field
    A SERIES OF INTERVIEWS WITH JODY BECKER, BARBARA L. CARR, GILLIAN R. KNAPP, AND LUIS GUSTAVO GIRALDO
    One of Them
    RYAN MICHAEL COULSON
    Beyond the Wall
    MICHAEL SATTERFIELD
    Editor’s Review
    LAUREN YOSHIZAWA

    Book Notes

    Liberating Minds
    Ellen Condliffe Lagemann