Countering deficit discourse: Preservice teacher experiences of core reflection

Browning, Thomas

doi:10.1016/j.tate.2018.01.009

Cited by 8 publications

(2 citation statements)

References 14 publications

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“…However, deficit discourse can have significant influence on teacher candidates and affect the ways in which they construct their own ideologies and their professional identities and practice in the schools where they ultimately teach. For this reason, Browning (2018) posited that the role of a teacher educator must include assisting "teacher candidates in inter-rogating the discourses they encounter, particularly those discourses that cause teachers to view students through a deficit lens" (p. 87).…”

Section: Deficit Discourse: Structural Ableism In Special Education T...mentioning

confidence: 99%

From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability

Keefe

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: There is scant research on whether or how special education teacher preparation plays a role in shaping, maintaining, or perpetuating ableism and oppression for disabled students, which the author proposes is “structural ableism.” This conceptual article argues that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce. Purpose: This article proposes that special education teacher preparation programs’ systems and structures should be examined for ways they inadvertently contribute to oppressive educational conditions and negative or ableist perceptions of disability to ensure that such structures do not influence the lenses and practice of the teachers they produce. In this article, the author theorizes “structural ableism,” which she defines as “a complex system of hierarchical and discriminatory processes, policies, and institutions that privilege and prefer able-bodied people, fail to represent or meaningfully include disabled persons’ voices, and are grounded in a network of ableist beliefs and practices that maintain and reproduce unequal outcomes for disabled people and benefit able-bodied people.” Conclusion: The author concludes that teacher preparation has a duty to embrace inclusivity through the lens of democratic education to help “shift disability toward a more inclusive ideology, and identify and dismantle oppressive structures that perpetuate ableism in teacher candidates.”

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Section: Deficit Discourse: Structural Ableism In Special Education T...mentioning

confidence: 99%

From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability

Keefe

2022

Teachers College Record: The Voice of Scholarship in Education

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“…Researchers assert that systematic opportunities for deep critical reflection enable educators to develop increased understandings of complex teaching and learning processes, analyze salient experiences and fit these experiences into existing pedagogical theories, and develop metacognitive understandings of their own learning and understanding of key concepts. Browning (2018) found that guided reflection enabled teacher candidates to explore and interrogate negative perceptions of students in their field placement classrooms. Furthermore, researchers (e.g., Isikoglu, 2007;Lyons, 2006;White, Fox, & Isenberg, 2011) have demonstrated that reflective writing can provide a window into their learning and development.…”

Section: Reflection In Teacher Educationmentioning

confidence: 99%

Examining of the Construct of Empathy in Education: An Analysis of Teacher Candidates' Reflective Writing

McGowan¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Sticking points: Sites for developing capacity to enact socially just instruction

Lillge

Knowles

2020

Teaching and Teacher Education

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Countering deficit discourse: Preservice teacher experiences of core reflection

Cited by 8 publications

References 14 publications

From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability

From Detractive to Democratic: The Duty of Teacher Education to Disrupt Structural Ableism and Reimagine Disability

Examining of the Construct of Empathy in Education: An Analysis of Teacher Candidates' Reflective Writing

Sticking points: Sites for developing capacity to enact socially just instruction

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