The Figured Worlds of Elementary Educators Who Identify as “Inclusive”: A Discourse Analysis

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Identity in Spaces (Table 23)

Abstract

This discourse analysis explores the discourses of self-identified elementary “inclusion teachers” participating in a focus group connected to disability-specific bullying prevention professional development. Contested and unclear assumptions of inclusion impact students identified with disability labels. Applying identity and DisCrit theoretical frameworks reveal how these teachers align their identity of inclusion teacher while identifying contingent implementation of inclusive practices based on students' disabilities and other factors deemed barriers. These teachers cite conflicting roles and pressures affecting their engagement in disability-related professional development and inclusion tasks. Assumptions about people, activities, language, objects, environments, institutions, and values shaped these teachers' perceptions and actions. The analysis points to how discursive figured worlds influence teacher identities and inclusive and equitable teaching practices for all students.

Authors

• Tracey Kenyon Milarsky, University of Missouri

• Shannon Locke, University of Missouri

• America El Sheikh, University of Florida

• Anne Drescher, University of North Carolina - Chapel Hill

• Dorothy L. Espelage, University of North Carolina - Chapel Hill

• Chad A. Rose, University of Missouri

• Graceson L. Clements, University of North Carolina - Chapel Hill