Disability Studies in Education and Justice-Oriented Teacher Preparation: Understanding the Barriers and Possibilities of Integrating Critical Visions of Disability

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

Studying Teacher Education Pub Date : 2021-08-02 DOI:10.1080/17425964.2021.1960498

Marisa Kofke, D. Morrison

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引用次数: 3

Abstract

ABSTRACT Our self-study examines our integration of concepts from the field of Disability Studies in Education (DSE) into our introductory special education and educational foundations courses in two different accredited teacher preparation programs. Using narratives and shared dialogues about our curricular deliberations, we explored the barriers and possibilities of bringing critical visions of disability into the dominant teacher education curriculum. While barriers such as our positioning as contingent faculty and graduate students hindered our adaptation of the “official” curriculum of our programs, we found that such changes afforded important possibilities for justice-oriented teacher preparation. We discuss our realization of DSE as the “null curriculum” in our programs and the need to break away from the curricular status quo in our courses. Our conclusions explore how the integration of DSE informed concepts generated unique opportunities for exploring social justice concepts with the next generation of teachers.

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教育中的残疾研究与公正导向的教师培养:理解整合残疾批判视野的障碍与可能性

我们的自学考察了我们将残疾教育研究(DSE)领域的概念整合到两个不同的认证教师预备课程的介绍性特殊教育和教育基础课程中。通过对课程讨论的叙述和共享对话，我们探索了将残疾的批判性视角引入主流教师教育课程的障碍和可能性。虽然我们作为临时教师和研究生的定位等障碍阻碍了我们适应我们项目的“官方”课程，但我们发现，这种变化为公正导向的教师培养提供了重要的可能性。我们讨论了在我们的课程中实现DSE作为“零课程”，以及在我们的课程中打破课程现状的必要性。我们的结论探讨了DSE知识概念的整合如何为下一代教师探索社会正义概念创造了独特的机会。

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来源期刊

Studying Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

43.80%

发文量

期刊介绍： Studying Teacher Education invites submissions from authors who have a strong interest in improving the quality of teaching generally and of teacher education in particular. The central purpose of the journal is to disseminate high-quality research and dialogue in self-study of teacher education practices. Thus the journal is primarily a forum for teacher educators who work in contexts and programs of teacher education.