Constructing Translanguaging School Policies and Practices

Author(s):  
Kate Menken ◽  
Ofelia García
2019 ◽  
Vol 111 (3) ◽  
pp. 475-487 ◽  
Author(s):  
Sarah Lindstrom Johnson ◽  
Tracy Evian Waasdorp ◽  
Larissa M. Gaias ◽  
Catherine P. Bradshaw

2010 ◽  
Vol 26 (2) ◽  
pp. 309-338 ◽  
Author(s):  
Mary Rose McCarthy ◽  
Roberta Wiener ◽  
Leslie Carol Soodak

The present study sought to determine to what extent vestiges of the dual system of educating students with and without disabilities persist and how they undermine the implementation and sustainability of inclusive education. We investigated how prior experiences with segregation shape administrators’ thinking and school policies and practices through interviews with administrators in 11 public high schools. Analysis of the interviews indicated that remnants of past policy and practice persist and that these vestiges and their causes weaken the prospect of sustained change. We discuss the limitations of relying on legislation to change long-standing institutional practices that reinforce a philosophy of difference.


2010 ◽  
Vol 80 (6) ◽  
pp. 280-286 ◽  
Author(s):  
Sherry Everett Jones ◽  
Alisa M. Smith ◽  
Lani S. Wheeler ◽  
Tim McManus

2015 ◽  
Vol 106 (2) ◽  
pp. e43-e51 ◽  
Author(s):  
Jessie-Lee D. McIsaac ◽  
Yen Li Chu ◽  
Chris Blanchard ◽  
Melissa D. Rossiter ◽  
Patricia L. Williams ◽  
...  

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