As a publicly-engaged scholar, I seek to understand the school-prison nexus in order to advance the radically inclusive education espoused by a constellation of minoritized activist groups—from (queer) people with disabilities and the Black Panthers in the 1970’s Bay Area, to today’s Breathe Act and People's Justice Guarantee policy platforms. Critical and culturally sustaining pedagogies guide my approach to intersectionality across the diverse education settings in which I work. In my teaching, I use Universal Design for Learning (UDL) strategies to reduce barriers in the learning environment. In developing curricula for students or teachers, I use project-based learning, arts integration, and inquiry science. From my first teaching position as a TESOL instructor in Vietnam; to conducting action research as a new teacher in urban public charter schools during the height of accountability reforms; to leading the co-designed curriculum development of a digital learning environment for incarcerated learners and their teachers: my experiences have led me to act locally/think globally in solidarity with transnational movements for social justice and humanization in education. My dissertation research was conducted on a Fulbright in Chile, and I am particularly interested in Latin American contributions to discourses of inclusion, which tend to marginalize countries outside of the Global North.
Christina Anderson Bosch is a doctoral student in the College of Education at the University of Massachusetts, Amherst. She reads widely in inclusive education scholarship, comparative special education research, and Universal Design for Learning practices to advance intellectual clarity and abolitionist imaginings about the school-prison nexus.