Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling

Cueponcaxochitl D. Moreno Sandoval, David I. Hernández Saca, Adai A. Tefera

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)675-704
Number of pages30
JournalUrban Education
Volume56
Issue number5
DOIs
StatePublished - Jun 2021
Externally publishedYes

Keywords

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

ASJC Scopus subject areas

  • Education
  • Urban Studies

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