TY - JOUR
T1 - Teacher counternarratives
T2 - Transgressing and restorying disability in education
AU - Broderick, Alicia A.
AU - Hawkins, Greta
AU - Henze, Stefanie
AU - Mirasol-Spath, Corinthia
AU - Pollack-Berkovits, Rachel
AU - Clune, Holly Prozzo
AU - Skovera, Elizabeth
AU - Steel, Christina
PY - 2012/8/1
Y1 - 2012/8/1
N2 - 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.
AB - 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.
KW - disability studies
KW - dual certification
KW - inclusive education
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=84865244812&partnerID=8YFLogxK
U2 - 10.1080/13603116.2010.526636
DO - 10.1080/13603116.2010.526636
M3 - Article
AN - SCOPUS:84865244812
SN - 1360-3116
VL - 16
SP - 825
EP - 842
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
IS - 8
ER -