Dysconscious ableism: toward a liberatory praxis in teacher education

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Abstract

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.

Original languageEnglish
Pages (from-to)894-905
Number of pages12
JournalInternational Journal of Inclusive Education
Volume21
Issue number9
DOIs
StatePublished - 2 Sep 2017

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Keywords

  • Disability
  • inclusive education
  • teacher education

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