Faculty Publications

Intersectional Rights Of Teachers And Students In Computer Science And Special Education: Implications For Urban Schooling

Document Type

Article

Keywords

CS education, dis/ability, emotionality, intersectionality, nepantla, sociocultural views of learning, SPE, student learning, teacher learning

Journal/Book/Conference Title

Urban Education

Volume

56

Issue

5

First Page

675

Last Page

704

Abstract

This article advocates for the intersectional rights of teachers and students of computer science (CS) and special education (SPE) in urban education. Using an intersectional nepantla lens, we propose that CS education be accessible to all SPE teachers and students with dis/abilities. We argue for a focus on social-emotional intersectional rights as crucial foundations for an equitable approach to teaching and learning in CS SPE. We end with implications for educational stakeholders and teacher education programs that open pathways for socioemotional and intersectional rights of underrepresented teachers and students of CS and SPE.

Department

Department of Special Education

Original Publication Date

6-1-2021

DOI of published version

10.1177/0042085917714512

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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