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Item Disabled Youth's Cultural Ways of Knowing and Doing in Special Education: Implications and Strategies(Springer, Cham., 2025-06-01) Santamaria Graff, CristinaAs section leader of the ‘diversity/multicultural’ portion of the International Handbook of Special Education: Implications and Strategies, I have spent considerable time reflecting on the conceptualization of disability at the intersections of multiple non-dominant identity markers in relation to strategies benefiting disabled youth. My reflections have been heavily influenced by Waitoller and Thorius’s (2022) critical scholarship on centering and sustaining disabled youth’s assets within educational spaces. Their work alongside the scholarship of those with multiple intersectional identities (e.g., scholars of Color, disabled scholars, disabled scholars of Color), has supported an evolution of thinking around difference encapsulated in two main ideas: a) disability is part of the fabric of human variance encompassing identity formation, a connection to disability culture/s and communities, and a way of knowing that is contributive, beneficial, and evolving and (b) disability can be located as a counterhegemonic construct to disrupt “normalcy and its location in the bodies and minds of those with dominant identity markers” (Thorius, 2019, p. 212).Item Expanding Upon Critical Storytelling to Inform Intersectional Disability Futures(Springer, Cham., 2025-06-01) Santamaria Graff, CristinaCritical storytelling is a methodology that has been used to disrupt and transform deficit-oriented, Western colonial master narratives about marginalized peoples. This chapter expands upon critical storytelling as conceptualized by Dr. Nicholas D. Hartlep and colleagues to explicitly include intersectional disabled youth (IDY), a term used to refer to disabled youth at the intersections of race, language, class, and other identity markers of difference in middle school through higher educational settings. To include IDY, I draw from other critical methodologies that highlight storytelling as a tool to not only disrupt white bodymind normativity but also to honor and center marginalized IDY lived experiences within schools and educational environments. These include Indigenous storywork, testimonio, Critical Race Theory’s counter-stories, and cripistemologies. I synthesize key components from each of these methodological approaches that center one’s embodied story as linked to critical storytelling and apply these to questions informed by the literature about youth with intersectional identities. From these questions and concepts connected to critical storytelling, an understanding of intersectional disability futures emerges to include key pedagogical considerations within teaching and learning that embrace IDY’s stories as knowledgemaking in current and future educational contexts. Accordingly, considerations of time, space, people, content, context, and form are analyzed for their importance in supporting IDY in cocreating and informing desired intersectional disability futures.Item Second reaction: Lift as you climb: The story of Ella Baker(Purdue University, 2023) Greene, Michelle C. S.; School of EducationItem Generative AI in STEM Teaching: Opportunities and Tradeoffs(2025) Price, Jeremy; Grover, ShuchiItem Initiating Community Engaged Research: CUMU Community Engaged Research Huddle Session #2(2025) Price, JeremyWhat resources are essential to marshal for launching impactful community engaged research efforts?Item Situating Community Engaged Research in Academia: CUMU Community Engaged Research Huddle #1(2025) Price, JeremyHow do we situate community engaged research in the context of academia?Item Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning(Wiley, 2024-06) Morita-Mullaney, Trish; Cushing-Leubner, Jenna; Benegas, Michelle; Greene, Michelle C. S.; Stolpestad, Amy; School of EducationDuring Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID-19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional value relative to service-oriented tasks, yet service-related needs, including health and human services and/or access to technology increased during the physical closure of schools. EL teachers took on more service-related tasks for their MLL families and did so by assuming, negotiating and resisting particular roles; a reflexive and interactional process. Using theories of teacher positioning and language teacher identity, we examined the experiences of EL teachers in the Great Lakes Region of the US. Findings demonstrate that few EL teachers resisted roles within instruction and service during ERTL, a critical dimension of teacher identity transformation and advocacy for MLLs. As we move into recovery from the COVID-19 pandemic and into a Remote Teaching and Learning (RTL) period, implications suggest that when EL teachers’ roles and identities are incongruous, resilience can be fostered informing a unique form of agency and teacher leadership; a necessary characteristic for an equity-informed education.Item Inclusive learning communities: An English learner framework for all educators(Wiley, 2024-09) Teemant, Annela; Upton, Thomas; Sherman, Brandon J.; School of EducationEducators in many countries must meet the educational needs of students who are not fluent in the language of instruction. Professional learning focused on incremental or individual teacher change has failed to improve student learning trajectories (Cuban, 2013; Gorski & Zenkov, 2014). This article explores Brookfield's (2012) critical articulation of Mezirow's (2012) adult learning theory to support the complex and radical transformation needed from all educators—not just language specialists—to improve classroom learning and schooling. We present the inclusive learning communities framework, with conceptual and pedagogical growth targets, guiding a seven-course English as a New Language Certification program for PreK-12 preservice and in-service teachers working with English learners (ELs) in general education and EL specialist classrooms. The conceptual and pedagogical elements leverage critical transformative learning theory to reframe educators' individual beliefs and practices while developing their collective capacity to challenge oppressive ideologies and systems in pursuit of equity. We conclude that radical improvement in EL outcomes requires all EL teacher educators to plan and evaluate university coursework programmatically in ways that demonstrate real-world change.Item Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success(Cambridge Scholars Publishing, 2024-10-15) Santamaría Graff, Cristina; Segarra Hansen, AllisonIn the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.Item Tragic Hope at the Cruel Edge: Toward an Appreciation of the Everyday Struggles of the Displaced(IUI Office of Community Engagement, 2022) Nguyễn, Thu Sương Thị; School of Education