Special Education: At the Margins of Social Justice

• In Event: Roundtable Session 42
  In Roundtable Session: Freire's Thought, Social Justice, and Dialogical Strategies

Abstract

The fusion between critical pedagogy, holistic (moral) education, and disability studies continues to be uncharted waters. Although there are publications delineating the pros and cons of such fusion, a discourse in liberating pedagogy continues to be absent from disability studies. Based on critical and moral pedagogy, this project is the self-narrative of a disabled special education teacher. What started as a mere research in social justice, it has unintentionally morphed into the moral quest for justice in special education. Using action research and self-inquiry as the methodologies, this study explores the tensions, the promises, the challenges, and the self-transformation of several special education teacher.

Author

• Bernardo E. Pohl, University of Houston-Downtown