Christina Bosch

Christina Anderson Bosch is interested in how teacher preparation, higher education, and public scholarship might bridge/advance coalition politics, collaborative programs, and research-based policies sustaining ecological and multi-cultural plurality within democracy, specifically through robust public education systems and ecologically-sustainable infrastructure where youth, workers and families from the full spectrum of socio-economic backgrounds can thrive. Current priorities involve: community-based research into the barriers (material and socio-cultural) to diversifying special education teacher preparation and inclusive education discourse through mixed methods research including survey, citation, and content analyses; and interrogating traditional special education instructional perspectives towards students in schools through autoethnography as pedagogy, critical discourse analysis, and vignette survey research. Building on a Fulbright-funded dissertation, Dr. Bosch engages in comparative special education research in Chile on UDL, disproportionate use of punitive exclusionary practices in Chilean schools, and how Latinx educators define and practice “inclusion” (as it relates to students with “special education needs” and/or disabilities). Most of her doctoral research focused on developing an inquiry science tablet app, a learner and context-responsive ecology curriculum to support successful youth high school equivalency exam completion despite the dearth of education and science access in juvenile prison facilities. Christina has taught and facilitated co-design research/evaluation in these settings in English and Spanish, as well as in community-based alternative education for young mothers, and nonprofit educational organizations in the Northeast U.S. Her research and practice are grounded in her first formative years as a teacher in independently-operated public charter schools in her beloved hometown of Washington, DC.