Ontologies of Inclusion and Teacher Education

Abstract

In the complex of marginalizing theories, policies, and practices, both in the academy and education more broadly, the design of inclusive education scholarship is intentionally relational. The purpose of this chapter is to examine how theories affecting inclusion direct the remit of teacher educators. In particular, attention is directed at interdisciplinary scholarly practice arising from individual and institutional values that can and do go by uncritically questioned. The chapter describes the development of a program of inclusive education scholarship within teacher education that emphasizes ontological scrutiny. Learning outcomes are made explicit promoting advanced understandings about the application of theory, policy, curriculum design, resources, and pedagogy to differentiate teaching programs in ways that are accessible to learners with diverse interests, needs, and backgrounds. Graduates are anticipated to meet challenging conditions of resistance to inclusion and be able to work in and against these with conviction.