Interruption or Disruption? Dismantling Dominant Ideologies for Critical Inclusive Teacher Preparation

• In Event: Enacting Inclusive and Culturally Relevant Practices in Special Education Teacher Preparation

Abstract

Scholars in inclusive teacher education have suggested that teacher preparation programs should weave together critical theory and inclusive education to provide teachers candidates with the theoretical and practical tools to disrupt dominant ideologies in practice. This type of preparation is challenging because dominant ideologies constitute deeply embedded habits of mind that are difficult to shed. This paper explores how four graduates of a preparation program with critical inclusive commitments drew on their preparation experiences and personal histories, to critically analyze special education processes and promote inclusion in their practice contexts. Findings indicate that the program mediated a partial interruption of dominant constructions of normalcy but not sustained disruption. Implications for critically approaches to inclusive teacher preparation will be discussed.

Author

• Molly Elizabeth Siuty, Portland State University