Reconfigurations of Bilingual Special/Inclusive Education Through Speculative Design Experiments

Session Type: Symposium

Abstract

Bilingual learners experience multifaceted marginalization at the intersection of different social markers in accessing quality language support, special education identification, and disability services. Educational researchers have dreamed of transgressive approaches to create transformative learning spaces. The speculative design employs “speculation” as a catalyst to reimagine alternative futures and reorganize learning spaces that enact these future imaginations in the present. Speculative design experiment aims at elevating the agency and cultural and linguistic assets of students and families from non-dominant communities, thereby expanding learning opportunities for minoritized students. The aim of this session is to curate a series of papers that discuss and broaden our understanding of speculative design experiments in bilingual special/inclusive education, viewed through the lens of justice and emancipation.

Sub Unit

• SIG-Special and Inclusive Education Research

Chairs

• Alfredo J. Artiles, Stanford University

• Dosun Ko, Santa Clara University

Papers

• Leveraging the Jigsaw: An After-School Program Speculative Design for Inclusive Reading Teaching - Patricia Martínez-Álvarez, Teachers College, Columbia University; Belinda Arana, Teachers College, Columbia University

• Testimonio as a Speculative Tool for Disability-Language-Race-Informed (Inclusive) Education - Taucia Gonzalez, University of Arizona; Mariana Pacheco, University of Wisconsin - Madison; Joan J. Hong, University of Maryland; Kate Roberts, University of Wisconsin - Madison; Na Lor, Teachers College, Columbia University

• Equity-Oriented Speculative Design: Reorganizing Bilingual Special Education Teacher Education - Sumin Lim, Hunter College; Dosun Ko, Santa Clara University

Discussant

• Alfredo J. Artiles, Stanford University