Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling
CS education, dis/ability, emotionality, intersectionality, nepantla, sociocultural views of learning, SPE, student learning, teacher learning
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 of Special Education
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Moreno Sandoval, Cueponcaxochitl D.; Hernández Saca, David I.; and Tefera, Adai A., "Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling" (2021). Faculty Publications. 62.