Taking the Time: Examining Teacher Narratives of Doing Inclusive Education in India

• In Event: Transforming Teacher Education Through an Intersectional Lens

Abstract

The linear organization of time within educational systems has differential effects, such that those able to conform to the ‘normative temporal order’ are viewed as achieving. This paper investigates: How do teachers navigate time? How are disability and ability understood and constructed through the axes of time and learning? How does inclusive education interact with the temporal structure of education? Interviews and classroom observations were conducted with 22 female, Muslim teachers in two schools in Western India. Preliminary findings indicate two forms of inclusive practice. The first form emphasizes the collective, while the second focuses on individual needs and preferences. Findings are discussed in light of the literature on teacher responsibilization, decoloniality, and crip time.

Author

• Tanushree Sarkar, University of Missouri
  Presenting Author