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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