Cripistemologies of Teacher Education

Centering Disabled Ways of Knowing in Learning to Teach

Dados Bibliográficos

ID4306781
AutoresMolly Baustien Siuty (0000-0003-2756-7376, Temple University, Philadelphia, PA, USA, autor correspondente), Kathryn M Meyer (0000-0001-6000-2292, Binghamton University, Binghamton, NY, USA)
Ano2025
Volume76
Fascículo4
Páginas394-411
Data de publicação2025-09-01
Open AccessSim
TipoARTICLE
PeriódicoJournal of Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0022-4871 • E-ISSN: 1552-7816
EditoraSAGE Publications Inc (PUBLISHER)
DOI10.1177/00224871241301996
OpenAlexW4405378379
IdiomaEN
Citações recebidas3
Referências citadas42

Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is known about the enactment of these pedagogies by disabled and multiply-marginalized teacher candidates (TCs). This study used DisCrit Classroom Ecology and cripistemology as a conceptual frame to examine how four disabled TCs engaged in culture circles to implement anti-ableist and antiracist pedagogy. Our findings show that disabled and multiply-marginalized TCs offered significant insight into the process of learning to teach but also highlighted the ways in which ableism gets normalized as a standard for teaching proficiency, thus creating unique challenges for disabled TCs to navigate. Implications for teacher education and future research are explored

Mathematics education · Pedagogy · Sociology · Teacher education · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies