Drawing on the theory of contact zone, (Pratt, 1987) we present preservice teachers' perceptions of the complexities that come with teaching and learning about intersectionality issues of race, language and disability from reflections and class discussions. We also attempt to provide some recommendations to navigate difficult topics in the classroom as it pertains to developing culturally responsive teachers.
Gracie Citro, WCU Student Volunteer
Dr. Deborah Tamakloe, Assistant Professor of Early, Middle, and Exception Education at Millersville University
Dr. Tamakloe's research focuses in the areas of disproportionality of culturally and linguistically diverse students in special education, assistive technology, reflective practices and preservice teacher preparation. A social justice educator, Tamakloe also, serves as an advocate for families of children with disabilities in her home country, Ghana in West Africa.
Dr. Beth Powers, Assistant Professor of Early, Middle, and Exceptional Education at Millersville University
Dr. Power's teaching, scholarship, and service are focused on diversity, equity, and anti-oppressive education. Powers teaches courses in Early Childhood Education, Research Methods, and Curriculum. Currently, she is working on two research projects one that focus on a) children's rights and participation, and a second study that explores b) decolonizing higher education through intersectional ethnographic exploration with Dr. Deborah Tamakloe. She is also serving as chair of the MU President's Commission on the Status of Women.