Rejecting “normal”: UDL as a lever for equity in rural teacher education

Fornauf, Beth S.; Mascio, Bryan

doi:10.1002/tl.20523

Cited by 2 publications

References 21 publications

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Can We Practice What We Teach?

Mascio,

Fornauf

2024

Advances in Educational Marketing, Administration, and Leadership

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Increasing scholarship and PK-12 practice has included universal design for learning (UDL) as a framework for both the mindset and implementation of inclusive and equitable practice. Preparing new teachers in this way requires teacher educators to ‘practice what they teach' in their own practice of UDL. Building on the authors' prior self-study work, which analyzed applications of UDL in conjunction with DisCrit (disability studies and critical race theory), this chapter describes how these frameworks inform both how and what we teach, and the systemic barriers to equity that our pedagogy has exposed within these contexts. The authors unpack each of these barriers in detail, and offer solutions for combating these barriers, which we believe can empower teacher educators to begin to chip away at deeply oppressive institutional structures, attitudes, and practices, and transform the work of preparing new teachers.

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Can We Practice What We Teach?

Mascio,

Fornauf

2024

Advances in Educational Marketing, Administration, and Leadership

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Revitalizing Vygotskian radical legacy in cultural-historical research for addressing racial injustice in education

Pollock,

2024

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This study responds to recent calls for the revitalization of the Vygotskian radical legacy and the reclamation of critical uses of cultural-historical research through a retrospective analysis of two case studies. The first case study describes the development and application of a discourse-based formative intervention framework to reveal psychological processes associated with reimagining and enacting possible futures among early adolescent Black girls. The second presents the FutureMaking Learning Lab’s efforts to address racial injustice in school discipline and empower parents and school personnel to collectively envision a culturally responsive, inclusive school system. Importantly, these case studies represented epistemological, methodological, and axiological expansions of formative intervention methodology through efforts to amplify the voices of participants and leverage their experiential knowledge through interactive participation structures and researchers’ integration of critical theoretical lenses to devise and employ mediating artifacts. These, in turn, support participants’ transformative agency to criticize current practices, ideologies, and structures, and imagine possible futures

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Rejecting “normal”: UDL as a lever for equity in rural teacher education

Cited by 2 publications

References 21 publications

Can We Practice What We Teach?

Can We Practice What We Teach?

Revitalizing Vygotskian radical legacy in cultural-historical research for addressing racial injustice in education

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