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Authoring Dis/Ability Identities: Mapping the Role of Ableism in Teacher Candidate Identity Construction

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Title: Authoring Dis/Ability Identities: Mapping the Role of Ableism in Teacher Candidate Identity Construction
Language: English
Authors: Molly Baustien Siuty, Margaret R. Beneke
Source: Critical Education. 2020 11(15):26-48.
Availability: Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Attitudes toward Disabilities, Social Bias, Social Justice, Preservice Teachers, Preservice Teacher Education, Students with Disabilities, Student Experience, Inclusion, Normalization (Disabilities), Barriers, Interpersonal Relationship, Power Structure, Teacher Attitudes, Social Influences
ISSN: 1920-4175
Abstract: Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve "normalcy." Ableism's entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using Critical Conversation Journey Mapping as a methodology, we use sociocultural theory and a critical dis/ability studies framework to explore ways in which dis/abled teacher candidates in teacher preparation programs both experienced ableism throughout their educational trajectories and how these experiences served as cultural resources in their teacher preparation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479571
Database: ERIC
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  Data: Institute for Critical Education Studies. 2125 Main Mall, EDCP, University of British Columbia, Vancouver, BC, V6T 1Z4 Canada. Tel: 604-822-2830; Web site: https://ices.library.ubc.ca/index.php/criticaled/
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  Data: Ableism, or the belief that abled ways of being and knowing are superior, perpetuates deficit views of ability differences, and constructs dis/ability as a problem in need of remediation so that individuals achieve "normalcy." Ableism's entrenched pervasiveness in education systems can be a significant barrier in teacher education when preparing critical educators who can work towards radical forms of dis/ability justice. In this paper, we argue that dis/abled teacher candidates can afford particular insight into the ways in which ableism operates in educational institutions and that dis/ability should be considered an asset to inclusive and socially just teacher preparation. Using Critical Conversation Journey Mapping as a methodology, we use sociocultural theory and a critical dis/ability studies framework to explore ways in which dis/abled teacher candidates in teacher preparation programs both experienced ableism throughout their educational trajectories and how these experiences served as cultural resources in their teacher preparation.
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      – Text: English
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      – SubjectFull: Normalization (Disabilities)
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