Teacher Education for Inclusion and Anti-Oppressive Curriculum Development: Innovative Approaches Informed by Disability Arts and Narratives

Autor/in	Symeonidou, Simoni
Titel	Teacher Education for Inclusion and Anti-Oppressive Curriculum Development: Innovative Approaches Informed by Disability Arts and Narratives
Quelle	In: International Journal of Inclusive Education, 26 (2022) 7, S.659-673 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1711819
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Inclusion; Students with Disabilities; Regular and Special Education Relationship; Graduate Study; Foreign Countries; Social Justice; Equal Education; Females; Art; Curriculum Development; Student Diversity; Lesson Plans; Consciousness Raising; Personal Narratives; Cyprus + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ausland; Soziale Gerechtigkeit; Weibliches Geschlecht; Arts; Kunst; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson planning; Unterrichtsplanung; Bewusstseinsbildung; Erlebniserzählung; Zypern
Abstract	This paper engages with the issue of teacher education for inclusion and particularly with the approach of employing disability arts and narratives of people with disabilities in university based courses for inclusion. It draws on three examples of anti-oppressive curricula that were developed as part of a graduate university module in Cyprus that encouraged student teachers to engage with disability arts and narratives in order to understand key ideas developed in disability studies and inclusive education. The three examples presented in this paper are representative of the three approaches all the participating student teachers followed, and indicate the strategies they used and the nature of the materials they chose. The discussion considers how these approaches can further inform teacher education for inclusion and how using disability arts and narratives can inform the discussion on other issues concerning teacher education of inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01