Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Accessibility (1)
- Community-building in education (1)
- Critical race theory (1)
- Culturally Responsive Instruction (1)
- Curriculum (1)
-
- Digital Humanities (1)
- Disabilities (1)
- Disability (1)
- Disability studies (1)
- Fan fiction (1)
- First-year writing (1)
- Inquiry (1)
- Learning Objects (1)
- Linguistically Responsive Instruction (1)
- Neurodivergence (1)
- Open Educational Resources (1)
- Racialized organizations (1)
- Response to Intervention (1)
- RtI (1)
- Teacher team (1)
- Trauma and learning (1)
- WCAG (1)
- Web Accessibility (1)
- Whiteness (1)
Articles 1 - 4 of 4
Full-Text Articles in Curriculum and Instruction
The ‘Ezel Project’ Inquiry: Mesotransformative Praxis To Decenter Whiteness In Racialized Organizations And Schools, Justin Gerald
The ‘Ezel Project’ Inquiry: Mesotransformative Praxis To Decenter Whiteness In Racialized Organizations And Schools, Justin Gerald
Theses and Dissertations
In this study, a Black scholar in the midst of understanding his neurodivergence and his identity as someone who has been dis/abled reacts to the prodding of white peers by creating a course on decentering whiteness. The scholar then interviews ten of the participants in said class to understand how they came to select such a course and what they might have accomplished in attempting to challenge the structure of whiteness in their institutions. Drawing on Critical Race Theory, Critical Whiteness Studies, Dis/Crit, and in particular the work of Victor Ray, this work seeks to examine the narratives that brought …
Accessibility Across The Curriculum: An Oer Website On Accessibility, Amy Wolfe
Accessibility Across The Curriculum: An Oer Website On Accessibility, Amy Wolfe
Dissertations, Theses, and Capstone Projects
This white paper shares my process for creating my OER website Accessibility Across the Curriculum, located at https://accessibilityacrosscurriculum.awolfeworks.com. This website is an Open Educational Resource (OER) learning object (LO) and learning object repository, conceived as a resource to increase general knowledge on accessibility and increase the teaching of accessibility. The UN Convention on the Rights of Persons with Disabilities recognizes access to information and communications technologies, including the Web, as a basic human right. One of the various definitions of Digital Humanities (DH) focuses on how DH integrates teaching and the use of technologies, online platforms, research methods, …
Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition, Jenn Polish
Radical Solace And Young Adult Writing: Racialized Dis/Ability, Fan Fiction, And Feel(Ing)S In Composition, Jenn Polish
Dissertations, Theses, and Capstone Projects
Deficit-model pedagogies too often abound in our writing classrooms, in everything from punitive attendance policies to content selection and course design methodologies that inadvertently favor students whose bodies fit a white supremacist, ableist norm. I develop conceptions of fandom and consent-based pedagogical practices, and I argue that these can bring us closer to radical solace in our college writing classrooms, particularly when our classrooms are full of variously marginalized students. These students too often must endure deficit-model pedagogies that assume inexpert writing styles in both their written compositions and, indeed, in the very composition of their bodies. What happens, I …
Culturally And Linguistically Responsive Instruction In An Rti Framework: Supporting Emergent Bilinguals In The Secondary Classroom, Lisa Auslander
Culturally And Linguistically Responsive Instruction In An Rti Framework: Supporting Emergent Bilinguals In The Secondary Classroom, Lisa Auslander
Dissertations, Theses, and Capstone Projects
This dissertation investigates the impact of teacher team collaboration and planning around culturally and linguistically responsive instruction for emergent bilingual students in a secondary school setting supported by a targeted intervention system. To provide a context for the importance of this study, the dissertation begins by 1) including observations of both academic teacher team and guidance collaboration to understand the strategies used to plan instruction and guidance interventions for students drawing on existing research around professional learning communities and guidance structures; and 2) use of an existing observation protocol and frameworks to identify key practices and characteristics of culturally and …