Teacher education for disability-focussed anti-oppressive pedagogy: the case for re conceptualisation
Year: 2024
Type: article
Abstract: Disability Studies scholars have extensively analysed how people with disabilities are oppressed in societies that devalue them. Teachers can promote change in thinking by presenting people with disabilities as people with multiple identities and experiences who are frequently oppressed. This paper explores how teachers can change their thinking and Reconceptualise their practices to this end. It reports on a two-year teacher education programme implemented in Cyprus. The participants were 59 teachers from pre primary, primary and secondary levels of education. The study analysed discussions with teachers held in seminars, lesson plans and the researcher’s diary. The findings suggest that teachers questioned dominant oppressive practices, became critical of and proposed alternatives to oppressive materials, began to think in terms of anti-oppressive Approaches, and planned and implemented anti-oppressive lesson plans. The discussion draws the connections between the findings and relevant research to consider changes that can advance teacher education for inclusion.
Source: Disability & Society
Author: Simoni Symeonidou
Institution: University of Cyprus
Language: English
Subfield: Safety Research
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Funder: University of Cyprus
OpenAlex ID: W4399726689