Published In

Critical Education

Document Type

Article

Publication Date

10-1-2020

Subjects

Inclusive education, Critical pedagogy, Discrimination against people with disabilities, Teachers -- Training of, Teachers with disabilities

Abstract

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.

Rights

copyright (c) 2020 Molly Baustien Siuty, Margaret R. Beneke orginally published in 1920-4175 Critical Education, ttps://doi.org/10.14288/ce.v11i15.186515

DOI

10.14288/ce.v11i15.186515

Persistent Identifier

https://archives.pdx.edu/ds/psu/34304

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