Dysconscious ableism: toward a liberatory praxis in teacher education

被引：50

作者：

Broderick, Alicia ^{[1
]}

Lalvani, Priya ^{[1
]}

机构：

[1] Montclair State Univ, Dept Early Childhood Elementary & Literacy Educ, 1 Normal Ave, Montclair, NJ 07043 USA

来源：

INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION | 2017年 / 21卷 / 09期

关键词：

Disability; inclusive education; teacher education; ATTITUDES; IDEOLOGY; STUDENTS;

D O I：

10.1080/13603116.2017.1296034

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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 teacher education generally, and also for the usefulness of using the specific conceptual device of dysconscious ableism as a central tool of social justice pedagogy in teacher education.

引用

页码：894 / 905

页数：12

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[2]

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[3]

Bogdan R., 2007, Introduction to Qualitative Research in Education, V5th ed.

[4] On Dysconsciousness: An Interview with Joyce E. King [J].