Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education
Abstract
In 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.Metrics
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Published
2016-11-29
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
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The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND.