Stories of <i>Becoming</i> in the Field
Teachers are increasingly challenged by dilemmas of practice as they negotiate their commitments to equity for students from historically marginalized communities, including students with disabilities, against the demands of their school settings. This book seeks to understand the ways in which teachers’ engagements with their schooling contexts evoke varied forms of inclusive practice. It narrates the experiences of seven novice teachers who entered the field deeply committed to inclusive practice. It documents their conflicts, joys and struggles within the collectivities in which they were embedded. In doing thus, the book discloses the many unpredictable trajectories of practice that encompass the complex work of teaching for inclusion.
ableism 9–10, 15, 31, 38, 43, 109–110, 114, 116, 119
absence 33, 69, 73, 76, 101–102, 115, 133
absurdities and contradictions. inclusive teaching
assemblage theory 131
classroom control 127–128
co-teaching practice 137–140
inclusive teaching 128–131
pedagogical interruptions 134–136
Rena’s narration 140–142
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