How the Interconnectedness of Systemic Ableism and Teacher Candidates' Agentic Moves Shape Inclusive Education

• In Event: Interrogating Inclusive Education: A Look to the Future

Abstract

This study, grounded in Cultural Historical Activity Theory and Disability Studies in Education, examined contextual factors and teacher candidates’ agentic moves with a focus on inclusive education and students with complex support needs. A critical phenomenological design was used focusing on 14 teacher candidates enrolled in a master’s program. Preliminary narrative analysis yielded the following themes: (a) activity system rules and teacher candidates’ subsequent moves/stays, (b) allies and gatekeepers in the community, and (c) teacher candidate historicity and ideological underpinnings. To disrupt ableist systems that discriminate and oppress students with complex support needs, teacher preparation programs must understand contemporary activity systems to (a) generate contextually informed teacher development and (b) prepare teacher candidates for individual and collective agentic action.

Authors

• Amanda L. Miller, Wayne State University
  Presenting Author

• Lindsay Ruhter, University of Kansas
  Presenting Author

• Mary Katherine Mansouri, University of Kansas
  Presenting Author