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Critical Perspectives on Policy and Inclusion
Sat, April 11, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Gold Level, Gold 1Session Type: Roundtable Session
Abstract
This roundtable examines critical perspectives on educational policy, inclusion, and the role of teachers in advancing equity. Papers address the deculturalization of Native Americans in teacher preparation, student criticality as an outcome of intentional pedagogical practices, and teachers’ own beliefs and instructional choices around language and culture. Together, these works question dominant narratives and suggest critical pathways for advancing inclusive educational futures.
Sub Unit
Chair
Papers
A Case for Culturally Relevant Pedagogy in Developmental English Classrooms at Hispanic-Serving Community Colleges - Delaney Rood, Michigan State University; Adrienne Hill, Michigan State University
Cultivating Criticality: Teacher Intentions, Student Experiences, and Possibilities for Futuristic Impact - Brandi N. Hinnant-Crawford, Clemson University; Emily E. Virtue, Western Carolina University; Liz Bergeron, New Tech Network; Morohunkeji Y Orija, Clemson University
Exploring Language and Deculturalization of Native Americans in Teacher Preparation - Andrew Habana Hafner, Westfield State University
Using Helm’s White Racial Identity Development Model (WRIDM) to Empower Culturally Responsive and Sustaining Preservice Teachers - Kristina M. Valtierra, Colorado College