Erasure or Empowerment?: How Pre-Service Teachers Address Disability When Using Children's Literature

Autor/inn/en	Bialka, Christa S.; Hansen, Nicole; Wong, Sarah Jin
Titel	Erasure or Empowerment?: How Pre-Service Teachers Address Disability When Using Children's Literature
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 36 (2023) 2, S.102-120 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1956629
Schlagwörter	Preservice Teachers; Attitudes toward Disabilities; Student Attitudes; Childrens Literature; Preservice Teacher Education; Social Bias; Teaching Methods; Empathy; Barriers + Suchen Sie Ihr Suchwort? Schülerverhalten; 'Children''s literature'; Kinderliteratur; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Empathie
Abstract	Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk about disability, they run the risk of internalizing disability stereotypes or believing that discussing disability is not appropriate. In this paper, we use an explanatory, instrumental qualitative case study design to understand how 30 pre-service teachers (PSTs) notice and name disability when describing ideas for using children's literature in the classroom. Additionally, we operationalize and build on Sapon-Shevin's categorization of teachers' responses to ableist behavior to examine the nuances of PST discussion. We found that most PSTs chose not to talk about disability or presented disability in a generic or potentially problematic way. This research provides necessary insight into the ways that teacher education programs can work with PSTs to effectively engage in disability discussion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01