Laurie Rabinowitz

Assistant Professor of Education Studies

Office: Palamountain Hall 214
Telephone: 518-580-5140
Email: lrabinowitz@skidmore.edu 

Dr. Laurie Rabinowitz is an assistant professor of education studies at Skidmore College. Prior to working at Skidmore, she was a faculty member in Literacy and Reading at Bank Street College of Education. She has also taught courses at Teachers College, Columbia University, Barnard College, New York University, Hunter College, and LIU Brooklyn and has supervised student teachers at Teachers College, Columbia University. Previously, she was a special education teacher at a public school in New York City. She has also worked as a Director of Instruction at a New York City charter school.

She holds a doctoral degree in Curriculum and Teaching from Teachers College, Columbia University. Her research looks at inclusive practices and the intersections of literacy and inclusive pedagogy. Rabinowitz holds an MA in Education Leadership from New York University and an MS in Special Education from Hunter College. She earned her undergraduate degree in Art History from Barnard College.

Her work has been published in forums such as The Reading Teacher and Contemporary Issues in Technology and Teacher Education. She is currently co-authoring her first book, Sustaining Cultural and Disability Identities in the Literacy Classroom, K-6, set to be published by Routledge in 2024.

Education:

• EdD, Curriculum and Teaching, Teachers College, Columbia University
• MA, School Building Leadership, New York University
• MS, Special Education, Hunter College
• BA, Art History, Barnard College

Research and teaching interests:

• Disability Sustaining Pedagogy
• Disability Studies in Education
• Inclusive Education
• Critical Special Education
• Culturally Sustaining Pedagogies
• Culturally Sustaining Jewish Education
• Social Justice Approaches to Children’s Literature
• Critical Perspectives on Reading Disabilities
• Critical Literacy

Courses:

• ED 213, Critical Foundations of Special Education: Disability, Equity & Inclusion
• ED 200, Child Development and Learning
• ED 375, Senior Thesis in Education Studies
• ED 335, Teaching Elementary Literacy

Books:

• Tondreau, A. & Rabinowitz, L. (2024). Sustaining Cultural and Disability Identities in the Literacy Classroom, K-6. Routledge. 

Peer-reviewed articles:

• Rabinowitz, L., Tondreau, A., Walton, V., Augustus, K., Maltby, C., & Lavine, T. (2024). Disability Sustaining Pedagogy: Literacy Instruction Informed by the Knowledge and Lived Experiences of Teachers with Disabilities. Language Arts, 101(3), 180-193.
• Newhouse, K. & Rabinowitz, L. (2023). “Why Did Devon Just Leave the Classroom?”: Disability Studies in Education-Informed Related Service Provision. Excelsior: Leadership in Teaching and Learning, 16(1), 82-93.
• Rabinowitz, L. & Tondreau, A. (2022). The Intersection of Dysconscious Ableism and Niceness in Teachers’ Critical Readings of Characters with Disabilities in Picture Books. The Dragon Lode (International Literacy Association), 41(1), 8-18.
• Rabinowitz, L. & Tondreau, A. (2022). Fostering Culturally Sustaining Practice and Universal Design for Learning: Digital Lesson Annotation and Critical Book Clubs in Literacy Teacher Education. Contemporary Issues in Technology and Teacher Education– English, 22(1), 26-62.
• Rabinowitz, L. & Tondreau, A. (2021). Teacher Meetings to Support Critically Reading Children’s Literature. Language Arts Journal of Michigan. 36(2), 6-13.
• Tondreau, A. & Rabinowitz, L.  (2020). Close Reading to Critically Read Disability Representation in Picture Books. The Reading Teacher. 74(5). 61-71.

Book chapters:

• Rabinowitz, L. (2024). Disability in New York City schools and preparing teachers to work in them. In Mintz, S.B., Fraser, G. (Eds.) Placing disability: Personal essays of embodied geography. (pp. 95-101). Palgrave Macmillan.
• Rabinowitz, L., Levy, S., & Salinas, D. (2024). Antiracism in child development: Analyzing our own raced play experiences. In Zhou, M., Thompson, J. & Brown, T. (Eds.) Antiracist research on K-12 education and teacher preparation: Policy making, pedagogy, curriculum, and practice (pp. 61-86). Rowman & Littlefield.
• Tondreau, A., Rabinowitz, L., & Barnes, Z. (2022). Cross-pollinating teacher education: Anti-racist DisCrit curriculum development. In G. Martinez-Alba, L.J. Penton Herrera & A.A. Hersi Anti-racist teacher education: Theory and practice (81-100). Rowman & Littlefield.
• Tondreau, A. & Rabinowitz, L. (2021). Curation as a literacy practice: Bringing a critical lens to traditional field trip spaces In A. Vandhei Carter & C. Clark Multicultural curriculum transformation in literacy and language arts: Foundations of multicultural education series (pp. 35-57).  Lexington Books.
• Rabinowitz, L. & Tondreau, A. (2021). Balancing Literacies: UDL/CSP-Infused Elementary Reading Instruction In C. McCray Multifaceted strategies for social-emotional learning and whole learner education (pp. 86-120). IGI Global. 

Recent conference presentations:

• Tondreau, A. & Rabinowitz, L. (2024, June 25). Sustaining cultural and disability identities in primary literacy classrooms [Paper session]. 23rd European Conference on Literacy and the 7th Panhellenic Literacy Conference. Chania, Greece.
• Rabinowitz, L., Levy, S., & Salinas, D., (2024, April 14). Leaving dolls behind and deflecting bullets: Decategorizing children’s play through an intersectional approach [Paper on panel]. American Education Research Association Annual Meeting, Philadelphia, PA.
• Rabinowitz, L., Tondreau, A., Lavine, T., Maltby, C., Walton, V., & Rice, L., (2024, April 12). Disability sustaining pedagogy: Elementary school literacy teaching based on the insights of teachers with disabilities [Panel discussion], American Education Research Association Annual Meeting, Philadelphia, PA.
• Tondreau, A., Rabinowitz, L.; Mann, L., Jacob, S., Mohamed, H., & Paddock, A. (2023, November 19). Cross-pollinating culturally and disability sustaining pedagogies in literacy: Examples from elementary classrooms [Panel discussion], National Council for Teachers of English Annual Meeting, Columbus, OH.
• Rabinowitz, L., Salinas, D., & Levy, S., (2023, October 27). Antiracism in child development: Analyzing our own raced play experiences [Roundtable]. New York State Association of Teacher Educations Conference, Saratoga Springs, NY.
• Rabinowitz, L. & Augustus, K. (2023, April 16). Fifth-graders as disruptors: culturally sustaining pedagogy in the fantasy writers workshop [Paper session]. American Education Research Association Annual Meeting, Chicago, Illinois.
• Rabinowitz, L., Tondreau, A., Augustus, K., Maltby, C., Lavine, T., & Walton, V., (2023, March 29). Disability sustaining pedagogy: Lessons from teachers with disabilities for teacher educators [Panel discussion]. Association of Teacher Educators, Jacksonville, Florida.
• Rabinowitz, L. (2023, March 28). Perspectives of in-service educators prepared in inclusive teacher education programs on enactments of inclusion [Paper session]. Association of Teacher Educators, Jacksonville, Florida.
• Paddock, A., Rabinowitz, L. & Tondreau, A. (2022, November 19). Representing ourselves and our dreams: Remixing visual media with an eye towards criticality [Workshop]. National Council for Teachers of English Annual Convention,
• Anaheim, California.
• Rabinowitz, L., & Augustus, K. (2022, October 28). Rewriting the fantasy genre: Culturally relevant and sustaining pedagogy in a fifth-grade writers’ workshop [Roundtable]. New York State Association of Teacher Educators (NYSATE) Fall 2022 Conference, Saratoga Springs, NY.
• Rabinowitz, L., & Tondreau, A., (2022, October 27). Remixing for a Better Future: Evaluating Leveled Readers with a Critical Lens [Paper session]. New York State Association of Teacher Educators (NYSATE) Fall 2022 Conference, 
  Saratoga Springs, NY.