Document Type
Article
Publication Date
8-1-2012
Journal / Book Title
International Journal of Inclusive Education
Abstract
This inquiry aims to explore the disconnect between the disability studies in education (DSE) perspectives on inclusive schooling held by a group of dually certified inclusive educators and the everyday, lived experiences of these same teachers who find themselves teaching students with labelled disabilities within the confines of the special education bureaucracy. Through a collaborative inquiry circle (with a teacher educator who is a faculty member in a dual-certification programme informed by a DSE perspective and seven teachers who are graduates of this teacher education programme), this study aims to: (1) articulate the dominant narratives or storylines about disability in education that may discipline teachers' practice within the special education bureaucracy; (2) illustrate some of the ways in which teachers do resist and transgress the discursive structures of schooling in ways that enable them to restory disability in education; and (3) explore the implications of this work for preparing teachers to be dually certified, inclusive educators of all children in public schools.
DOI
10.1080/13603116.2010.526636
MSU Digital Commons Citation
Broderick, Alicia; Hawkins, Greta; Henze, Stefanie; Mirasol-Spath, Corinthia; Pollack-Berkovits, Rachel; Clune, Holly Prozzo; Skovera, Elizabeth; and Steel, Christina, "Teacher Counternarratives: Transgressing and Restorying Disability in Education" (2012). Department of Teaching and Learning Scholarship and Creative Works. 128.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/128
Published Citation
Broderick, A. A., Hawkins, G., Henze, S., Mirasol-Spath, C., Pollack-Berkovits, R., Clune, H. P., ... & Steel, C. (2012). Teacher counternarratives: Transgressing and ‘restorying’disability in education. International Journal of Inclusive Education, 16(8), 825-842.