Teacher education, InExclusion, and the implicit ideology of Separate but Equal: An invitation to a dialogue

Priya Lalvani, Alicia Broderick, Michelle Fine, Tina Jacobowitz, Nicholas Michelli

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

In this analytic essay, we initiate a dialogue about the place of disability in a multicultural education framework, and the role of inclusive education in a democracy. Problematizing the common omission of the topic of disability oppression from anti-oppression pedagogies and from social justice education generally, we invite teacher educators concerned with educational equity to position themselves on the persistent issue of the segregation of large numbers of students labeled with disabilities in schools, and to consider how we might engage in sustained dialogue toward pursuing an agenda that is opposed to the systematic deployment of educational segregation in all its forms. In addition to opening this broad conversation, we have specifically invited dialogic interchange with three of our teacher educator colleagues whose responses are embedded within this manuscript.

Original languageEnglish
Pages (from-to)168-183
Number of pages16
JournalEducation, Citizenship and Social Justice
Volume10
Issue number2
DOIs
StatePublished - 15 Jul 2015

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ideology
disability
dialogue
oppression
segregation
teacher
educator
education
intercultural education
social justice
equity
conversation
democracy
school
student

Keywords

  • democracy
  • inclusive education
  • multicultural education
  • social justice education
  • students with disabilities
  • teacher education

Cite this

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Teacher education, InExclusion, and the implicit ideology of Separate but Equal : An invitation to a dialogue. / Lalvani, Priya; Broderick, Alicia; Fine, Michelle; Jacobowitz, Tina; Michelli, Nicholas.

In: Education, Citizenship and Social Justice, Vol. 10, No. 2, 15.07.2015, p. 168-183.

Research output: Contribution to journalArticle

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