Practices and Intellectual Requirements for Attaining Inclusive Education and Social Justice in Initial Teacher Education: Ethnography

Autor/in	Pérez-Castejón, David
Titel	Practices and Intellectual Requirements for Attaining Inclusive Education and Social Justice in Initial Teacher Education: Ethnography
Quelle	In: Ethnography and Education, 18 (2023) 1, S.112-126 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pérez-Castejón, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2023.2186740
Schlagwörter	Inclusion; Social Justice; Preservice Teacher Education; Ethnography; Preservice Teachers; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Inklusion; Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Ethnografie; Ausland; Spanien
Abstract	Initial teacher education faces the challenge of training future teachers to lead the change in schools towards inclusive education based on social justice. However, the literature reveals that preservice teachers may view inclusive education through the lens of special education. This paper presents a contextualised ethnographic study centred upon data production from the author's own institution and teaching space, working with ITE students in a university in Northern Spain. Within this reflective article, the aim is to identify the practices and intellectual requirements that contribute to educating preservice teachers acting in the interest of social justice and inclusive education. Data are obtained from participant observation, text analysis and interviews. The analysis emphasises three conditions to consider. These are: (1) destabilising common sense; (2) generating spaces for theoretical reflection and; (3) training experiences and research scenarios to re-think possibilities of inclusive education. The article concludes by highlighting key aspects and implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01