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

doi:10.1177/0042085917714512

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 journal › Article › peer-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 language	English (US)
Pages (from-to)	675-704
Number of pages	30
Journal	Urban Education
Volume	56
Issue number	5
DOIs	https://doi.org/10.1177/0042085917714512
State	Published - Jun 2021
Externally published	Yes

Keywords

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

ASJC Scopus subject areas

Education
Urban Studies

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10.1177/0042085917714512

Cite this

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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.",

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AU - Tefera, Adai A.

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AB - 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.

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

Abstract

Keywords

ASJC Scopus subject areas

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