Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education
AbstractIn this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program’s overall focus on equity education. Using a critical reflective self-study approach, these researchers weave together scholarship about inclusive education with their lived classroom experiences in a teacher education program. They conclude that cultivating practical judgement in pre-service teachers is important to inclusive education.
How to Cite
Gilham, C., & Tompkins, J. (2016). Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education. Canadian Journal of Education/Revue Canadienne De l’éducation, 39(4), 1–25. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/2287
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND. For permission to reprint all or part of an article, please contact the Managing Editor.