includes language and gender, language and race, language and social class
Dian Mawene (mawene @ wisc.edu) and Halil Cakir (cakir @ wisc.edu) are doctoral students in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin at Madison.
Abstract. Mawene and Cakir re-envision school literacy programs that draw on non-dominant literacy practices of culturally and linguistically diverse (CLD) families as strengths, in particular oral-based literacy.
Mary L. Johnson, graduate student in Educational Policy Studies and program coordinator UW-Madison’s College Access Program, mjohnson49 @ wisc.edu
Larry Love, doctoral student in the Department of Rehabilitation Psychology and Special Education, University of Wisconsin-Madison, llove @ wisc.edu
Abstract. By using Black American Sign Language (ASL) as a vessel, Johnson and Love seek to reimagine inclusive literacy practices that recognize multiple literacies and dismantle power relations by asking whose cultural literacies have been deemed more and less valuable through literacy practices.
A.J. Dahl, cross-categorical special education teacher currently residing in Madison, received his general masters in special education from the University of Wisconsin-Madison and eagerly returned to the field to teach where he is striving to make a difference on the daily.
Abstract. Dahl argues that instructors can authentically immerse themselves in hip-hop pedagogies and improve the educational outcomes for students who have been previously marginalized.
Heather Carroll, Senior Lecturer of English and the Writing Center Director at the University of Wisconsin-Waukesha, draws attention to different types of ESL learners and options for instructing them. Continue reading
Dr. Saran Stewart, Lecturer in Comparative Higher Education, Faculty of Humanities and Education at the University of the West Indies, and David Kennedy, Adjunct Lecturer and Mphil/PhD student, Faculty of Humanities and Education at the University of the West Indies, present a trifold article: (a) to illustrate first-hand “the trauma of being dehumanized by racism” as a Black male special educator; (b) to shed light on the experiences of culturally and linguistically diverse 2E students; and (c) to provide strategies for creating an inclusive learning environment, and working with parents especially those from low socioeconomic levels. Continue reading
