Laurie Rabinowitz

assistant Professor for Education Studies

Office: 214 Palamountain Hall
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 & 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 TAUGHT 

• 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.