Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning
Toward an Inclusive Pedagogy That Accounts for Dis/Ability
Bibliographic Data
| ID | 23324828 |
|---|---|
| Authors | Federico R Waitoller (0000-0002-7051-4328, University of Illinois Chicago), Kathleen King Thorius (0000-0001-9953-0180, Indiana University – Purdue University Indianapolis), Kathleen A King Thorius |
| Year | 2016 |
| Volume | 86 |
| Issue | 3 |
| Pages | 366-389 |
| Publication date | 2016-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Harvard Educational Review (JOURNAL) |
| Journal identifiers | ISSN: 0017-8055 • E-ISSN: 1943-5045 |
| Publisher | Harvard Education Publishing Group (PUBLISHER) |
| DOI | 10.17763/1943-5045-86.3.366 |
| OpenAlex | W2520758566 |
| Language | EN |
| Citations received | 97 |
| References cited | 42 |
In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).
Class (philosophy) · Epistemology · Ethnic group · Pedagogy · Race (biology) · Sociology · Universal Design for Learning · Anthropology · Critical Race Theory in Education · Gender Studies · Global Educational Policies and Reforms · Psychology · Teacher Education and Leadership Studies
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| Unique citing works | 97 |
|---|---|
| Citations per year | 9,7 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 92 |