Developing Inclusive Identities: Understanding Student Teaching Through de Certeau’s Framework of Tactics and Strategies

• In Event: Professional Development for Inclusive Practice: Exploring Teacher Perceptions and Discourse

Abstract

The paper describes how a group of student teachers understood and enacted inclusion in non-inclusive school placements during a year-long teaching residency. It examines, within de Certeau’s (1984) framework of tactics and strategies, how students made meaning of their placements, their understanding of university practice in relation to inclusion, and their developing identity as inclusive educators. The fissure between university and school praxis, and the student’s relationship to that disconnect, is at the heart of this research. Moreover, the tension between the participant’s pedagogical underpinnings of what constitutes effective teaching practices and the ways they experienced their school sites through the adoption of a DSE ideological framework, informed how participants resisted and negotiated daily interactions within established systems and structures.

Authors

• Carrie E Rood, Syracuse University

• Christine Elaine Ashby, Syracuse University