Teacher counternarratives
Transgressing and ‘restorying’ disability in education
Bibliographic Data
| ID | 12579752 |
|---|---|
| Authors | Alicia A Broderick (Columbia University, corresponding author), Greta Hawkins (Columbia University), Stefanie Henze (Columbia University), Corinthia Mirasol-Spath (Columbia University), Rachel Pollack-Berkovits (Columbia University), Holly Prozzo Clune (Columbia University), Elizabeth Skovera (Columbia University), Christina Steel (Columbia University) |
| Year | 2011 |
| Volume | 16 |
| Issue | 8 |
| Pages | 825-842 |
| Publication date | 2011-07-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2010.526636 |
| OpenAlex | W2034617350 |
| Language | EN |
| Citations received | 8 |
| References cited | 15 |
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 education that may ‘discipline’ teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to ‘restory’ disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools
Ableism · Bureaucracy · Certification · Disability studies · Inclusion (mineral · Narrative · Narrative inquiry · Pedagogy · Perspective (graphical · Political science · Politics · Sociology · Special education · Teacher education · Disability Education and Employment · Education Discipline and Inequality · Gender Studies · Psychology · Teacher Education and Leadership Studies
Organizing Possible Futures
Postmortem
When the light turns blue
Losing hope for change
Counter narratives, the psychology of liberation, and the evolution of a women’s social movement in Nicaragua
Teacher preparation as interruption or disruption? Understanding identity (re)constitution for critical inclusion
Exploring the creation of a new initial teacher education (ITE) programme underpinned by inclusion
Inclusion Is Great in Theory”
Understanding disability and transforming schools
Developing inclusive teacher education
[Re]claiming “Inclusive Education” toward Cohesion in Educational Reform
Discipline and Punish
Developing Inclusive Teacher Education
The analysis of context
Black Feminist Thought
Teachers as Intellectuals
Social justice and the changing directions in educational research
Disability studies and inclusive education — implications for theory, research, and practice
Critical race and LatCrit theory and method
Critical Race Methodology
| Unique citing works | 8 |
|---|---|
| Citations per year | 0.62 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 8 |