Gloshanda Lawyer

Assistant Professor
Office: Communication Building
Email: gloshanda.lawyer@lamar.edu

Education

  • Ph.D., Teacher Education, University of Tennessee-Knoxville
  • M.Ed., Special Education (Deaf Education & Early Childhood), University of Minnesota-Twin Cities
  • B.A., Deaf Studies & Linguistics, University of Minnesota-Twin Cities

Courses Taught

  • ASL/English Bilingual Assessment of Deaf Students
  • Speech and Audiology for Deaf Students
  • Early Intervention for Infants, Toddlers and Families-Deaf/Hard of Hearing
  • Spoken Language Practices and Assistive Technology-Deaf/Hard of Hearing
  • Language Development
  • Language Assessment

Research Interests

  • Decolonizing pedagogies and methodologies in teacher/interpreter preparation programs
  • Colonization and intersectionality within U.S. schooling systems
  • Critical race quantitative intersectionality in Deaf Education
  • Multilingual/multimodal language development

Recent Publications

  • Lawyer, G. (2018). The dangers of separating social justice from multicultural education: Applications in higher education. International Journal of Multicultural Education, 20(1), 86-101.
  • Lawyer, G. (2018). Deaf education and Deaf culture: Lessons from Latin America [Review of the book Change and promise: Bilingual Deaf education and Deaf culture in Latin America]. American Annals of the Deaf, 162(5), 486- 488.
  • Lawyer, G. (2017). Review of: DisCrit—Disability Studies and Critical Race Theory in Education. David J. Connor, Beth A. Ferri, and Subini A. Annamma, (Eds.). New York: NY: Teachers College Press, 2016, 279 pp., $44.95 (paperback). Educational Studies, 53(4), 402-406.

Recent Presentations

  • Lawyer, G. (2017). Breaking in to Break ‘Em Out. Presentation at the National Black Deaf Advocates conference, Baltimore, MD.
  • Holcomb, L., & Lawyer, G. (2017). Exploring Power and Privilege in the Deaf Education System. Presentation at National Deaf Education Conference, Indianapolis, IN.
  • Lawyer, G., & Holcomb, L. (2017). Multilingualism/Multiculturalism in Early Childhood Education. Presentation at National Deaf Education Conference, Indianapolis, IN.
  • Lawyer, G., & Holcomb, L. (2017). From the Center to the Margins: Exploring Power and Privilege in EHDI. Presentation accepted at Early Hearing Detection and Intervention Annual Conference, Atlanta, GA.
  • Lawyer, G., & Holcomb, L. (2017). Resisting the Dominant Narratives, Moving Beyond Counter-Narratives through Intersectional Lens. Presentation at the Journal of Language and Literacy Education Winter Conference, Athens, GA.
  • Holcomb, L., & Lawyer, G. (2017). A Collaborative Approach: Exploring Subjectivity as Researchers and Educators Using the Social Justice Framework. Poster session at Associations of College Educators- Deaf and Hard of Hearing Annual Conference, San Antonio, TX.
  • Lawyer, G., & Holcomb, L. (2016). Why multiculturalism and multilingualism in early intervention? Presentation at Early Hearing Detection and Intervention Annual Conference, San Diego, CA.

Biography

Gloshanda Lawyer was born and raised in South Carolina. She attended the University of Minnesota, Twin Cities where she obtained a liberal arts bachelor’s degree with concentration areas in Linguistics, Spanish Linguistics, and Deaf Studies. She continued on to complete her Masters of Education degree in Special Education, with concentration areas in Deaf Education and Early Childhood Special Education. Gloshanda worked at Metro Deaf School (MDS) in the pre-school program and helped to launch the first Track and Field program under the direction of MDS’s Athletic Director and Student Life coordinator.

In addition to teaching, Gloshanda has worked as an interpreter since 2008 and as a medical translator since 2013. After years of teaching at the preschool level and then at the birth- 3-year old home intervention setting, Gloshanda received a fellowship under the National Leadership Consortium on Sensory Disabilities (NLCSD) to complete her doctoral studies at the University of Tennessee. Gloshanda’s dissertation focused on theorizing the curriculum of colonization in U.S. schooling and developing decolonizing methodology which she applied in her dissertation research. The dissertation is titled, “Removing the Colonizer’s Coat in Deaf Education: Exploring the Curriculum of Colonization and the Field of Deaf Education.”