Enacting Inclusive Pedagogies: Transforming Practice Through Self-Study Within Teacher and Counsellor Education

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies of Teachers' Knowledge, Pedagogy, and Practice (Table 8)

Abstract

This collaborative self-study paper is set up to critically examine inclusive educational practices informed by critical pedagogies and poststructural philosophies. This study addresses how we enact inclusive practices through social justice lenses and how our subjectivities and values as educators shape knowledge production. We apply critical discourse and reflective analyses in documentation collected from courses we taught at a Canadian university. The results suggest that our course designs and structures are informed by our values and positionalities as well as the subjectivities of students. The courses also significantly shape inclusive, transformative, and equitable learning experiences and critical consciousness. This study underscores the need to conduct critical collaborative self-studies to reflect on course formations and educational processes to transform practice.

Authors

• Deborah Toope, Acadia University

• Ahlam Rahal, Acadia University