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.

Access to full article can be found here:

http://www.tandfonline.com/doi/abs/10.1080/08893675.2017.1266201?journalCode=tjpt20