A Disability Studies Response to JTE's Themed Issue on Diversity and Disability in Teacher Education

Autor/in	Collins, Kathleen M.
Titel	A Disability Studies Response to JTE's Themed Issue on Diversity and Disability in Teacher Education
Quelle	In: Journal of Teacher Education, 64 (2013) 3, S.283-287 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487112473155
Schlagwörter	Stellungnahme; Teacher Education; Disabilities; Student Diversity; Special Education Teachers; General Education; Regular and Special Education Relationship; Teacher Competencies; Disproportionate Representation; Inclusion; Mainstreaming; Labeling (of Persons); Research Methodology; Personal Narratives + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrkunst; Inklusion; Labeling-Ansatz; Research method; Forschungsmethode; Erlebniserzählung
Abstract	In a recent themed issue of "Journal of Teacher Education" ("JTE" 63.4) about issues of disability, diversity, and teacher education, guest editors Marleen Pugach, Linda Blanton, and Lani Florian (2012) invite readers to participate in "honest, difficult, and much needed dialogue across the many diversity constituencies in teacher education" (p. 235). In this commentary, Kathleen Collins extends the dialogue begun in this special themed issue by considering the affordances of a Disability Studies in Education (DSE) perspective for understanding the intersectional nature of diversity, disability, and the social, cultural, and political production of educational inequities. Collins draws on research in DSE to clarify some of what is obscured by the disciplinary lenses represented in "JTE" 63.4. She begins with a brief overview of the articles in "JTE" 63.4 and the foundations of DSE. She then moves to more deeply explicate a DSE perspective on two important concepts, "disability labels as a social and political response to difference and personal narrative as decolonizing methodology." After introducing a DSE perspective on each of these points, she contrasts it with those represented in "JTE" 63.4. The article concludes with a discussion of the perspectives that a DSE lens affords relative to teacher education and educational equity that are not otherwise addressed in the special issue. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10