Robinson, S. A. (2016). The voice of a gifted Black male with dyslexia represented through poetry: an auto-ethnographic account. Journal of Poetry Therapy, 30(2), 113–119.
Literature from the perspective of Western philosophy remains to be embedded in a “deficit” opinion that points at “fixing” Black males in special education rather than valuing the individuality of each pupil. Furthermore, educators must look at the “toughest-at-risk” pupil with the notion that he has extraordinary abilities. Consequently, the current body of scholarship on the intersectionality of race, dyslexia, and giftedness is limited in scope. Thus, this auto-ethnographic account epitomizes the voice of a gifted Black male with dyslexia represented through poetry. I utilized auto-ethnographic and critical disability theory as a way to learn, and become more conscious of my academic and social journey, and identity development. The overall purpose is to offer a personal account of my lived experiences as a means to further advance the ongoing examination of the intersectionality with the hope that my story will resonate with readers, scholars, parents, teachers, and students.
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