Dysconscious ableism: toward a liberatory praxis in teacher education

Research output: Contribution to journalArticle

7 Citations (Scopus)

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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teacher
education
racism
social justice
segregation
ideology
candidacy
Praxis
Teacher Education
university
ability
Education
Conceptualization
Racism
US Universities
Social Justice
Pedagogy
Usefulness
Negroes
Teacher Preparation

Keywords

  • Disability
  • inclusive education
  • teacher education

Cite this

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Dysconscious ableism : toward a liberatory praxis in teacher education. / Broderick, Alicia; Lalvani, Priya.

In: International Journal of Inclusive Education, Vol. 21, No. 9, 02.09.2017, p. 894-905.

Research output: Contribution to journalArticle

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