Awakening Teachers Strategies for Deconstructing Disability and Constructing Ability

Autor/in	Jones, Melissa M.
Titel	Awakening Teachers Strategies for Deconstructing Disability and Constructing Ability
Quelle	In: Journal of Ethnographic & Qualitative Research, 5 (2011) 4, S.218-229 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Preservice Teacher Education; Reflection; Writing Assignments; Disabilities; Personal Narratives; Social Action; Preservice Teachers; Attitudes toward Disabilities; Identification (Psychology); Teaching Methods + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Handicap; Behinderung; Erlebniserzählung; Soziales Handeln; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Teacher education is not only about teaching teachers the art and science of instruction, but it also should encompass a political agenda, helping educators to recognize and address oppressive practices in our schools and in our communities. Through a disability studies framework, teacher candidates can be guided toward social and political action as each becomes more aware of how their students with disabilities experience the world, both in and out of school. By pairing structured reflective writing assignments with stories written by individuals with disabilities, teacher candidates gain an increased awareness of the disability perspective. This budding awareness inspires a commitment toward action for addressing the injustices unveiled through the reflection experience. This article presents the analysis of structured reflective writing assignments collected over 8 years in a post secondary setting, supporting the use of this instructional technique in teacher preparation programs to encourage positive action and educational change. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10