Responding to "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability". A Harvard Educational Review Forum

Autor/inn/en	Alim, H. Samy; Baglieri, Susan; Ladson-Billings, Gloria; Paris, Django; Rose, David H.; Valente, Joseph Michael
Titel	Responding to "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability". A Harvard Educational Review Forum
Quelle	In: Harvard Educational Review, 87 (2017) 1, S.4-25 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
DOI	10.17763/1943-5045-87.1.4
Schlagwörter	Stellungnahme; Culturally Relevant Education; Disabilities; Talent; Inclusion; Teaching Methods; Interdisciplinary Approach; Student Characteristics; Social Class; Gender Differences; Racial Differences; Language Usage; Ethnicity; Equal Education; Access to Education; Racial Bias; Disability Discrimination; Curriculum Design; Instructional Design; Minority Group Students + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Begabung; Hochbegabung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Social classes; Soziale Klasse; Geschlechterkonflikt; Rassenunterschied; Sprachgebrauch; Ethnizität; Education; Access; Bildung; Zugang; Bildungszugang; Racial discrimination; Rassismus; Lehrplangestaltung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	In the fall of 2016, the "Harvard Educational Review" ("HER") published "Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy that Accounts for Dis/Ability" by Federico R. Waitoller, assistant professor in the Department of Special Education at the University of Illinois at Chicago, and Kathleen A. King Thorius, associate professor of special education at Indiana University-Purdue University Indianapolis. In that article, the authors call for scholars of culturally sustaining pedagogy (CSP) to join with dis/abilities scholars in their work. "HER" has long sought to be a forum for important topics in education, particularly those that challenge the field to promote greater justice in schools, and saw an opportunity to continue the conversation by inviting not only several of the authors from the 2014 symposium on CSP but also additional scholars at the vanguard of work on universal design for learning (UDL) to offer their reflections on Waitoller and Thorius's main provocation: "recognition and value of all student differences" (p. 384). This article brings together the six scholars present at the moderated virtual discussion to respond to Waitoller and Thorius's article. [See the Waitoller & Thorius article at EJ1113760.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01