Cultivating Inclusive Learning Communities with Careful and Caring Conjunctions

This essay was originally the invited lecture I shared at ICCTE 2016. I arrived there, prepared to share about inclusive learning communities and our responsibilities to both model and teach our emerging educators to plan, teach, and assess diverse learners with inclusive and responsive practices. But just as I had to listen to the Sabbath whisper, I could not ignore the and whisper. So I ask that as you finish reading this essay and we go our separate ways, remember that we are embodied conjunctions. We are an important part of our language system that communicates so much about our culture. We may not get the amounts or forms of attention that we think education warrants and we may grow weary of all of our stakeholders telling us how to improve our practices. But we matter. Our voices can make a difference. You matter. Your voice will make a difference

How can research on children of incarcerated parents in the United States alter corrections practice?

The upsurge in people incarcerated in the United States since the late 1970s has meant that many people in prison and jail are parents. Currently 2.7 million children in the United States have incarcerated parents, and more than 10 million children have had an incarcerated parent (Johnston 2010). Given these numbers, researchers began to examine how a parent’s imprisonment impacted a child’s growth and development. The history of this research and researchers’ findings can be useful to the corrections community. While much of the information below is specific to the United States, this article also has implications for children internationally.Accepted manuscrip