The course situates SLP practice within its historical and ideological roots; analyzes the socio-political context underlying service delivery to minoritized children labeled as disabled in the US; interrogates how socially-constructed positionalities intersect within systems of oppression, and how this intersectionality affects instructional practices for all learners. Integrates culturally responsive, sustaining, and decolonial pedagogies into the repertoire of speech-language practices and develops new asset-focused and liberatory assessments and interventions.
