Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling
Overview & Synopsis
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.
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Intersectional Rights of Teachers and Students in Computer Science and Special Education: Implications for Urban Schooling |
|---|---|
| Author / Organization | Moreno Sandoval, Cueponcaxochitl D., Hernández Saca, David I., Tefera, Adai A. |
| Subject & Discipline | Teacher Rights, Student Rights, Computer Science Education |
| Categories | Education & Pedagogy |
| Publication Year | 2021 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-88724 |
| Original Source Link | Visit Source Page on eric.ed.gov » |