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Similar to other urban centers, many of the school districts located in California State University Dominguez Hills’s (CSUDH) geographic region struggle to provide their K-12 students with quality teachers. This is particularly true in the areas of Special Education, Math, and Science (California Department of Education, 2012; United States Department of Education, 2013). In CSUDH’s efforts to produce quality teachers, mitigate severe teacher shortages and assist school districts in meeting federal legislative mandates stemming from The No Child Left Behind Act (2001) and The Individuals with Disabilities Education Improvement Act (2004), an Alternative Certification Credential Route program based upon precepts of the Professional Development School model was developed, implemented, and funded through a Transition to Teaching (TTT) Federal Grant. These authors hold that this unique TTT SPED program is a viable means of easing SET shortages where they are greatest urban centers. In doing so, these authors suggest a model that other universities striving to meet the needs of K-12 students in urban centers can implement. As such, this program overview seeks to add to the extant teacher preparation and ACR literature, specifically in the context of SPED teacher preparation.

The socializing of hate and its saturation on platforms as a resonant and emotional connection online reveal the networked nature of convergent platforms which pump hate as a mechanism of connection and fracture in society in the post-digital age. The violence of hate and negative sentiments online morph to appropriate a multitude of manifestations from cyberbullying and revenge porn to trolling and memes as subversive, denigrative humour. Social media, designed through an architecture for sharing and transaction, distributes hate as a popular sentiment, building connections with disparate communities through the articulation of hate for fellow humans and humanity at large. Trauma induced through hatred and bullying as an active aspect of social media platforms and interactivity distribute sentiments through its excess and disproportionality. This chapter interrogates the sentiment of hate and its workings on social media as a technology of trauma in distributing hate as a form of communion.

In England and Wales, legislation pertaining to hate crime recognizes hostility based on racial identity, religious affiliation, sexual orientation, disability or transgender identity. Discussions abound as to whether this legislation should also recognize hostility based on gender or misogyny. Taking a socio-legal analysis, the chapter examines hate crime, gender-based victimization and misogyny alongside the impact of victim identity construction, access to justice and the international nature of gendered harm. The chapter provides a comprehensive investigation of gender-based victimization in relation to targeted hostility to assess the potential for its inclusion in hate crime legislation in England and Wales.