Organizing Possible Futures: Designing Equity-Oriented Inclusive Teacher Education

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Transforming Teacher Education for Radical Inclusive Education

Abstract

In U.S. school systems, students with disabilities from Black, Indigenous, People of Color
communities undergo intersectional oppressions in ever-shifting systems of subjugation yielded
by a complex and historical interplay between racism and ableism. To restructure a dysfunctional
system that marginalizes BIPOC students with dis/abilities, teacher education programs need to
assume a transformative space for fostering equity-oriented, inclusive future educators who can
divulge and denounce invisible racialized infrastructure and envision new alternative futures.
Building upon the interdisciplinary lens informed by Cultural Historical Activity Theory
(CHAT) and Disability Critical Race Theory (DisCri), this thematic literature review synthesizes
how equity-oriented teacher education programs organize transformative learning environments
to disrupt race-neutral, ahistorical, and remedial discourses and practices embedded in traditional
teacher education programs.

Authors

• Dosun Ko, Wichita State University

• Dian Mawene, University of New Hampshire

• Boris Krichevsky, University of Washington - Seattle