Dian Mawene
Datos Biográficos
| ID | 213271 |
|---|---|
| NOMBRE | Dian Mawene |
| NOMBRES | Dian |
| APELLIDO | Mawene |
| FIRMA | MAWENE D |
| AFILIACIONES | University of Wisconsin–Madison |
| ORCID | 0000-0003-3908-3942 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 3 |
| OBRAS COMO AUTOR | 16 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
From a Territorialized to a Transformative Space
This study examines how inclusive educational decision-making can be reimagined by centering the voices of students, parents, and community members often excluded from policy processes. Conducted in a predominantly White New England school district, a Learning Lab intervention engaged 16 diverse stakeholders in collaborative inquiry. Grounded in critical spatial theory and inclusive education, the inductive analysis revealed three key practices i…
Beyond siloed systems
Purpose This paper aims to discuss the systemic barriers that constrain the preparation of special education teachers to effectively serve multilingual learners with disabilities (MLwDs), as well as the conceptual and ideological misalignments that shape prevailing approaches to teacher preparation. It also argues for a fundamental ontological rethinking of how bilingualism, disability and professional knowledge are conceptualized within special …
Collective Transformative Agency
Background: The design of educational policy is typically dominated by those in positions of power, such as elected officials, education departments, school districts, and administrators. However, ordinary people, such as students, parents, and community members, who are often perceived as passive recipients of policy, do have rights to educational policy design. It is essential to address cultures of exclusion as a foundation for a transformativ…
Proximity vs. equity
This study provides a qualitative analysis of how local policy actors in a predominantly White suburban school district engaged in collective decision-making regarding elementary school attendance boundaries. Given the long-standing neighborhood segregation caused by housing policies and practices since the city’s inception, Riverside policy actors faced two competing options: maintaining the neighborhood school concept or addressing equity issue…
Inclusive Future Making Through Critical Implementation Praxis to Address Racial Disproportionality in School Discipline
Background: Racial disproportionality in school discipline is an obdurate injustice, particularly for Indigenous youth who experience systemic exclusion and punitive treatment in educational spaces. Although interventions such as Positive Behavioral Interventions and Supports (PBIS) have helped reduce exclusionary practices, they have not adequately addressed racial disparities. Emerging scholarship calls for race-conscious, locally grounded appr…
Fostering inclusion
Dismantling the Settler-Colonial Punitive School System
Background/Context: In the United States, American Indian youth face multiple forms of marginalization in a settler-colonial school system. In particular, exclusionary school discipline practices (e.g., out-of-school suspensions, expulsions) have been used as tools of exclusion, through which Indigenous bodies are erased from the learning spaces while reinforcing and perpetuating white settler-colonial privilege. To combat settler-colonial violen…
Organizing Possible Futures
In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structur…
Navigating becoming people of color in higher education
In this paper, we explored our experiences navigating new identities as international students of color during our doctoral programs. Duoethnography, functioning as a dialogic space, facilitated the unpacking of our experiences and our understanding of how race/racism shapes our racial identities and everyday experiences. The paper is organized based on the following themes: 1) Duoethnography as a dialogic space, (2) awareness of racial identitie…
Creating Thirdspace
Racial disproportionality in school discipline is an enduring systemic problem. This study is based on a collaboration with 14 school stakeholders: American Indian students, parents, community members, and educators at a high school in a community-driven problem-solving process called Indigenous Learning Lab (ILL). ILL members addressed the root causes of the racialized school discipline and created a new school discipline system. Using critical …
Learning lab as a utopian methodology for future making
Students from minoritized communities in US public schools face harsher exclusionary discipline, leading to negative academic, social, and emotional outcomes. Racial disproportionality in school discipline is a critical inequity that requires ecologically valid solutions with local stakeholders. The Indigenous Learning Lab (ILL) was implemented to address racial disproportionality that American Indian students experience at a rural high school se…
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion
American Indian students continue to experience marginalization in settler-colonial school systems in the United States. American Indian students receive disciplinary punishment more frequently and harshly than white peers. Overrepresentation of American Indian students in school discipline is a byproduct of a long history of oppressive settler-colonial schooling. To address racial disproportionality in school discipline, the Indigenous Learning …
A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities
Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD…
Inclusive knowledge production at an elementary school through family-school-university partnerships
Spatial othering
Drawn from interdisciplinary perspectives of special education, critical geography, and education policy, in this study, we examined the spatial patterns of residential areas, school attendance zones, and school discipline rates of an urbanizing school district in Wisconsin to understand the construction of spatial “Other.” We measured the city’s dissimilarity index to examine racial and economic segregation between neighborhoods and elementary s…
Culture, context, and disability
Research on teaching students with disabilities has historically been dominated by behaviorist and cognitive theories that privilege the individual as the unit of analysis (Conway & Artiles, 2005)
Culture, context, and disability
Research on teaching students with disabilities has historically been dominated by behaviorist and cognitive theories that privilege the individual as the unit of analysis (Conway & Artiles, 2005)
Spatial othering
Drawn from interdisciplinary perspectives of special education, critical geography, and education policy, in this study, we examined the spatial patterns of residential areas, school attendance zones, and school discipline rates of an urbanizing school district in Wisconsin to understand the construction of spatial “Other.” We measured the city’s dissimilarity index to examine racial and economic segregation between neighborhoods and elementary s…
Culture, context, and disability
Research on teaching students with disabilities has historically been dominated by behaviorist and cognitive theories that privilege the individual as the unit of analysis (Conway & Artiles, 2005)
A Systematic Review of Boundary-Crossing Partnerships in Designing Equity-Oriented Special Education Services for Culturally and Linguistically Diverse Students With Disabilities
Providing quality special education services for culturally and linguistically diverse (CLD) students with or at risk of disabilities is a double bind, a larger systemic conundrum beyond individuals’ efforts. To create an inclusive, culturally responsive system of support beyond the fragmented division of roles and nonconcerted assemblage of practices and tools, there is a need to explore the possibility of boundary-crossing collaboration for CLD…
Inclusive knowledge production at an elementary school through family-school-university partnerships
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion
American Indian students continue to experience marginalization in settler-colonial school systems in the United States. American Indian students receive disciplinary punishment more frequently and harshly than white peers. Overrepresentation of American Indian students in school discipline is a byproduct of a long history of oppressive settler-colonial schooling. To address racial disproportionality in school discipline, the Indigenous Learning …
Learning lab as a utopian methodology for future making
Students from minoritized communities in US public schools face harsher exclusionary discipline, leading to negative academic, social, and emotional outcomes. Racial disproportionality in school discipline is a critical inequity that requires ecologically valid solutions with local stakeholders. The Indigenous Learning Lab (ILL) was implemented to address racial disproportionality that American Indian students experience at a rural high school se…
Dismantling the Settler-Colonial Punitive School System
Background/Context: In the United States, American Indian youth face multiple forms of marginalization in a settler-colonial school system. In particular, exclusionary school discipline practices (e.g., out-of-school suspensions, expulsions) have been used as tools of exclusion, through which Indigenous bodies are erased from the learning spaces while reinforcing and perpetuating white settler-colonial privilege. To combat settler-colonial violen…
Organizing Possible Futures
In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structur…
Navigating becoming people of color in higher education
In this paper, we explored our experiences navigating new identities as international students of color during our doctoral programs. Duoethnography, functioning as a dialogic space, facilitated the unpacking of our experiences and our understanding of how race/racism shapes our racial identities and everyday experiences. The paper is organized based on the following themes: 1) Duoethnography as a dialogic space, (2) awareness of racial identitie…
Creating Thirdspace
Racial disproportionality in school discipline is an enduring systemic problem. This study is based on a collaboration with 14 school stakeholders: American Indian students, parents, community members, and educators at a high school in a community-driven problem-solving process called Indigenous Learning Lab (ILL). ILL members addressed the root causes of the racialized school discipline and created a new school discipline system. Using critical …
Proximity vs. equity
This study provides a qualitative analysis of how local policy actors in a predominantly White suburban school district engaged in collective decision-making regarding elementary school attendance boundaries. Given the long-standing neighborhood segregation caused by housing policies and practices since the city’s inception, Riverside policy actors faced two competing options: maintaining the neighborhood school concept or addressing equity issue…
Inclusive Future Making Through Critical Implementation Praxis to Address Racial Disproportionality in School Discipline
Background: Racial disproportionality in school discipline is an obdurate injustice, particularly for Indigenous youth who experience systemic exclusion and punitive treatment in educational spaces. Although interventions such as Positive Behavioral Interventions and Supports (PBIS) have helped reduce exclusionary practices, they have not adequately addressed racial disparities. Emerging scholarship calls for race-conscious, locally grounded appr…
Fostering inclusion
From a Territorialized to a Transformative Space
This study examines how inclusive educational decision-making can be reimagined by centering the voices of students, parents, and community members often excluded from policy processes. Conducted in a predominantly White New England school district, a Learning Lab intervention engaged 16 diverse stakeholders in collaborative inquiry. Grounded in critical spatial theory and inclusive education, the inductive analysis revealed three key practices i…
Beyond siloed systems
Purpose This paper aims to discuss the systemic barriers that constrain the preparation of special education teachers to effectively serve multilingual learners with disabilities (MLwDs), as well as the conceptual and ideological misalignments that shape prevailing approaches to teacher preparation. It also argues for a fundamental ontological rethinking of how bilingualism, disability and professional knowledge are conceptualized within special …
Collective Transformative Agency
Background: The design of educational policy is typically dominated by those in positions of power, such as elected officials, education departments, school districts, and administrators. However, ordinary people, such as students, parents, and community members, who are often perceived as passive recipients of policy, do have rights to educational policy design. It is essential to address cultures of exclusion as a foundation for a transformativ…
Sociology (9 obras) · Education Discipline and Inequality (8 obras) · Pedagogy (8 obras) · Gender Studies (7 obras) · Teacher Education and Leadership Studies (7 obras) · Political science (5 obras) · Gender Studies (4 obras) · Indigenous (4 obras) · Law (4 obras) · Mathematics education (4 obras)