Inclusive education, Critical pedagogy, Discrimination against people with disabilities, Teachers -- Training of, Teachers with disabilities
Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve “normalcy.” Ableism’s entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using Critical Conversation Journey Mapping as a methodology, we use sociocultural theory and a critical dis/ability studies framework to explore ways in which dis/abled teacher candidates in teacher preparation programs both experienced ableism throughout their educational trajectories and how these experiences served as cultural resources in their teacher preparation.
copyright (c) 2020 Molly Baustien Siuty, Margaret R. Beneke orginally published in 1920-4175 Critical Education, ttps://doi.org/10.14288/ce.v11i15.186515
Locate the Document
Siuty, M. B., & Beneke, M. R. (2020). Authoring dis/ability identities: Mapping the role of ableism in teacher candidate identity construction. Critical Education, 11(15), 26-48. Retrieved from: http://ojs.library.ubc.ca/index.php/criticaled/article/view/186515