Teacher counternarratives: transgressing and ‘restorying’ disability in education
| Autor: | Elizabeth Skovera, Rachel Pollack-Berkovits, Greta Hawkins, Holly Prozzo Clune, Stefanie Henze, Alicia A. Broderick, Christina Steel, Corinthia Mirasol-Spath |
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| Rok vydání: | 2012 |
| Předmět: | |
| Zdroj: | International Journal of Inclusive Education. 16:825-842 |
| ISSN: | 1464-5173 1360-3116 |
| DOI: | 10.1080/13603116.2010.526636 |
| Popis: | This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing te... |
| Databáze: | OpenAIRE |
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