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Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability
Abstract
In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit from cross-pollination and then conclude by suggesting interdisciplinary dialogue as a means to building emancipatory pedagogies that attend to intersecting markers of difference (e.g., dis/ability, class, gender, race, language, and ethnicity).
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“These considerations are at the heart of the inclusive reform orientations of UD with the aim of 'Foregrounding economic injustices of redistribution, cultural injustices of misrecognition, and political injustices of misrepresentation, this definition establishes an agenda that acknowledges historical justice claims of the inclusive education movement and expands them with notions of intersection”
From Accessibility and universal design in higher education curricula: implications for inclusion/exclusion (2025) · cites this paper as Waitoller and King Thorius 2016, 368
In the citing paper
“We must emphasise here that the social justice approach to assessment advocated by McArthur and the cross-pollination of CSP and UDL primarily suggested by Waitoller and King Thorius (2016) are not equivalent.”
From A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy (2019) · cites this paper as Waitoller and King Thorius 2016
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Metadata
- Authors
- Waitoller, F. R., & King Thorius, K. A.
- Affiliations
- University of Illinois Chicago (US)
- Venue
- Harvard Educational Review
- Publisher
- Harvard Education Publishing Group
- Published
- 2016
- Volume
- 86
- Issue
- 3
- Pages
- 366-389
- ISSN
- 0017-8055 (ISSN-L)
- 1943-5045
- OpenAlex
- W2520758566
- Cited by
- 294
- References
- 51
- Citations by year
- 2026: 37 · 2025: 44 · 2024: 40 · 2023: 42 · 2022: 28 · 2021: 36 · 2020: 21 · 2019: 28 · 2018: 10 · 2017: 6 · 2016: 1
- FWCI
- 66.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Harvard Educational Review (publishedVersion)
- Funders
- Office of Elementary and Secondary Education
- Topics
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Sociology and Political Science › Disability Rights and Representation
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- culturally sustaining pedagogy, Universal Design for Learning, inclusive education, intersectionality, emancipatory education, disability in education, interdisciplinary dialogue
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- CoChat. (2026). Citation check: Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability. https://app.cochat.ai/papers/10.17763/1943-5045-86.3.366
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- Waitoller, F. R., & King Thorius, K. A. (2016). Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability. Harvard Educational Review. https://doi.org/10.17763/1943-5045-86.3.366
