Teacher counternarratives: Transgressing and restorying disability in education

Alicia A. Broderick, Greta Hawkins, Stefanie Henze, Corinthia Mirasol-Spath, Rachel Pollack-Berkovits, Holly Prozzo Clune, Elizabeth Skovera, Christina Steel

Research output: Contribution to journalArticle

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Abstract

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.

Original languageEnglish
Pages (from-to)825-842
Number of pages18
JournalInternational Journal of Inclusive Education
Volume16
Issue number8
DOIs
StatePublished - 1 Aug 2012

Keywords

  • disability studies
  • dual certification
  • inclusive education
  • teacher education

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    Broderick, A. A., Hawkins, G., Henze, S., Mirasol-Spath, C., Pollack-Berkovits, R., Clune, H. P., Skovera, E., & Steel, C. (2012). Teacher counternarratives: Transgressing and restorying disability in education. International Journal of Inclusive Education, 16(8), 825-842. https://doi.org/10.1080/13603116.2010.526636