Positioning people with intellectual disabilities as the experts: enhancing pre-service teachers’ competencies in teaching for diversity

Raphael, Jo; Allard, Andrea

doi:10.1080/13603116.2011.639811

Cited by 8 publications

(5 citation statements)

References 17 publications

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“…Finally, this study has not yet enquired into the extent to which these service-learning placements translate into changes in classroom practice, teaching skill or teachers' long-term orientation as agents of social change. Raphael and Allard (2011) ask the critical question, 'Does a particular kind of intervention make a difference?'. Referring to a single intervention, they conclude that it does, as an awareness-raising and potentially skill-developing process.…”

Section: Limitationsmentioning

confidence: 99%

Arts-based critical service-learning experiences as transformative pedagogy

Jacobs

2022

Journal of Pedagogy

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Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based service-learning programs at two universities. Eight initial teacher education (ITE) students were interviewed after their placements and a number of key themes emerged. These include the importance of productive discomfort as part of the service-learning experience and transformative pedagogy resulting from the art-based experience. This paper also explores some critiques of traditional service-learning models that have opened spaces for critical service-learning approaches. The analysis of ITE students’ narratives led to findings about the path of transformation from traditional to critical service-learning approaches through arts-based projects, an area which has been largely unexplored in previous research. The paper concludes with discussion of future avenues for related research that orientate service-learning in the arts towards social and creative justice.

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Section: Limitationsmentioning

confidence: 99%

Arts-based critical service-learning experiences as transformative pedagogy

Jacobs

2022

Journal of Pedagogy

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“…The Statement decreed regular education should be accessible to all children, giving impetus for political grounds upon which to build inclusive education, and as Slee (2018: 22) notes, '[a]dvocates for children with disabilities applied education for all as a rallying call for their inclusion in the neighbourhood school and the dismantling of segregation'. Reflecting on the disassembling of segregation to this end, students with disabilities have reported that teachers who afford them sufficient time on their terms to participate support their inclusion in schooling (Morina Diez 2010;Saggers, Hwang & Mercer 2011;Raphael & Allard 2013;Messiou 2019;Thomas & Whitburn 2020).…”

Section: Inclusion In Educationmentioning

confidence: 99%

A Right to be Included: The Best and Worst of Times for Learners with Disabilities

Whitburn

Thomas

2021

Scandinavian Journal of Disability Research

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This paper presents a critical analysis of the temporal politics of inclusive education. Drawing on the misalignment of universalist human rights discourse with the prevalence of materialist conceptualisations of disability, it instead advocates for a non-representative and temporal approach to inclusive practice. In four parts, it begins by presenting a temporal framework to the analysis of disability and inclusive education. Characterising the historical present as the best and worst of times for people with disabilities, immediately following is a consideration of the legislated inclusiveness of compulsory and noncompulsory education. a discussion of the diachronic and synchronic positioning of inclusion, social model conceptualisations and human rights discourse follows, from which the paper concludes with a conceptual framework of temporality that accounts for nuances to human rights and the ways that assemblages of education and disability mesh together in inclusionary events.

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“…The Encountering Diversity Project is designed to reinvigorate inclusive practices in higher education by bringing together professionals in health, education and applied theatre, to share practices, skills and understandings with each other to advance the field. It is part of a larger program of research designed and implemented by Raphael over the past decade (Raphael & Allard, 2012;Raphael, 2013;Raphael, 2014). During this iteration of the research program, the Diversity Workshop was presented several times across three Australian universities, once in New South Wales and twice in Victoria.…”

Section: The Encountering Diversity Program Of Researchmentioning

confidence: 99%

“…This workshop is a drama-based encounter, built on embodied interaction and first-hand experience. It has had a transformative impact on preservice teacher participants, as is evident in the extensive data collected from participants (Raphael & Allard, 2012;Raphael, 2013;Raphael, 2014). As some preservice teachers do not know anyone with an intellectual disability, the encounter itself is unusual, and the workshops provide a safe place to deconstruct the notions of disability and inclusion (Danfort & Rhodes, 1997).…”

Section: Introductionmentioning

confidence: 99%