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Full-Text Articles in Education
Dysconscious Ableism: Toward A Liberatory Praxis In Teacher Education, Alicia Broderick, Priya Lalvani
Dysconscious Ableism: Toward A Liberatory Praxis In Teacher Education, Alicia Broderick, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
This study draws upon King’s [1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146] concept of dysconscious racism, extrapolating from it the analogous conceptual device of dysconscious ableism. We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates’ writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in …
"It's A Two-Way Street": Examining How Trust, Diversity, And Contradiction Influence A Sense Of Community, Victoria Puig, Elizabeth Erwin, Tara L. Evenson, Madeleine Beresford
"It's A Two-Way Street": Examining How Trust, Diversity, And Contradiction Influence A Sense Of Community, Victoria Puig, Elizabeth Erwin, Tara L. Evenson, Madeleine Beresford
Department of Teaching and Learning Scholarship and Creative Works
As interest in establishing and maintaining high-quality inclusive early childhood environments continues to grow, the population of children and families being served by these programs is becoming increasingly diverse. In response to these demographic and social trends, this study was conducted to explore how diversity is perceived within an early childhood inclusive environment. This participatory action research study was conceptualized and conducted over a 3-year period. Our collaborative research team, which reflected diversity across culture, race, gender, age, and professional discipline, used qualitative semistructured interviews to examine the question, "What does it mean to be fully inclusive across all aspects …
The Enforcement Of Normalcy In Schools And The Disablement Of Families: Unpacking Master Narratives On Parental Denial, Priya Lalvani
The Enforcement Of Normalcy In Schools And The Disablement Of Families: Unpacking Master Narratives On Parental Denial, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
The notion that some parents may be ‘in denial’ is a pervasive theme in dominant discourses on families of children with disabilities. In this analytic essay, I deconstruct cultural and institutional master narratives on parental denial and discuss their role in the marginalization of students with disabilities in schools. I argue that discourses on parental denial privilege the perspectives of those in positions of power and control, leave the practice of ability-based segregation in schools unexamined, and discredit agency among families. Additionally, drawing from existing narrative-based research, I explore alternative interpretations of parents’ responses to their children’s differences, situating these …
The Impact Of Standards-Based Reform: Applying Brantlinger's Critique Of Hierarchical Ideologies, Jessica Bacon, Beth Ferri
The Impact Of Standards-Based Reform: Applying Brantlinger's Critique Of Hierarchical Ideologies, Jessica Bacon, Beth Ferri
Department of Teaching and Learning Scholarship and Creative Works
Brantlinger's [2004b. "Ideologies Discerned, Values Determined: Getting past the Hierarchies of Special Education." In Ideology and the Politics of (in)Exclusion, edited by L. Ware, 11-31. New York: Peter Lang Publishing] critique of hierarchical ideologies lays bare the logics embedded in standards-based reform. Drawing on Brantlinger's insightful analysis, we trace how hierarchical ideologies impacted inclusive practice at one urban elementary school, deemed failing under the No Child Left Behind Act. Drawing on the qualitative analysis of data from interviews, public forums, and documents, we chart some of the negative effects of hierarchical ideologies on inclusive practice. We illustrate, for instance, how …
Land Of Misfit Toys: Mothers Perceptions Of Educational Environments For Their Children With Down Syndrome, Priya Lalvani
Land Of Misfit Toys: Mothers Perceptions Of Educational Environments For Their Children With Down Syndrome, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
In this qualitative study, 19 mothers discussed the education of their children with Down syndrome. Mothers reflected on their expectations and perceptions of different educational environments, focussing particularly on their understanding of inclusive education. The findings suggest that mothers beliefs and decisions related to the education of their children with Down syndrome were embedded in culturally constructed notions of normalcy and stigma. Their support for particular educational programmes was inextricably linked with their understanding of the sociocultural meaning of Down syndrome. Findings revealed the existence of institutional resistance to inclusive education as well as dominant educational discourses that positioned students …
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Privilege, Compromise, Or Social Justice: Teachers' Conceptualizations Of Inclusive Education, Priya Lalvani
Department of Teaching and Learning Scholarship and Creative Works
This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need …
Teacher Counternarratives: Transgressing And Restorying Disability In Education, Alicia Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel
Teacher Counternarratives: Transgressing And Restorying Disability In Education, Alicia Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel
Department of Teaching and Learning Scholarship and Creative Works
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 …
Valued Member Or Tolerated Participant: Parents' Experiences In Inclusive Early Childhood Settings, Leslie C. Soodak, Elizabeth Erwin
Valued Member Or Tolerated Participant: Parents' Experiences In Inclusive Early Childhood Settings, Leslie C. Soodak, Elizabeth Erwin
Department of Teaching and Learning Scholarship and Creative Works
The present qualitative investigation explored the perspectives of parents of young children with severe disabilities to understand the factors that shape their participation in their child's inclusive education. Ten parents of children in early childhood inclusive settings were interviewed. A conceptual framework of factors that influence parent participation was developed based on the themes that emerged from the data. Findings indicated that parent participation is influenced by a number of factors, including the school's beliefs about inclusion, receptivity to parents, and willingness to change. Parent-professional partnerships were facilitated by trust, shared philosophies about children and schooling, and open communication. Achieving …