Rethinking Teacher Preparation: Disrupting Marginalization of Children of Color With (Dis)Abilities

Session Type: Symposium

Abstract

Seven contributors discuss how to support culturally and linguistically diverse (CLD) children with (dis)abilities through teacher education. They examine faculty efforts to build family input and recognize power dynamics, biases, and cultural wealth through their use of positioning theory and critical narrative inquiry. The group explores how positionality affects curriculum content and pedagogy. Their braided narrative reflects their views and findings from qualitative research studies and embodies distinct voices speaking “in ways that face, and sometimes oppose each other” (Bancroft, 2018, p. 14). In this symposium, conference participants are invited to join our discussion to identify ways of disrupting the legacy of deficit views that marginalize families, and work toward educational equity for CLD and immigrant families.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction

Chair

• Janet S. Sauer, Lesley University

Papers

• Testimonio Pedagogies: A Critical Channel to Dismantling Ableism With Preservice Special Education Teachers at a Predominantly White Institution - Ana Cristina Lopez, New Mexico State University

• Choosing to Be Happy: Oddball Munching - Holly Pearson, Framingham State University

• The Lessons of Navigating Two Worlds - Kimiya Sohrab Maghzi, University of Redlands

• How We View a Person - Laurie Gutmann Kahn, Moravian University

• Sharing My Privilege - Zach Rossetti, Boston University

• A New School of Thought - Punita R. Arora; Janet S. Sauer, Lesley University