ERIC Number: EJ1022095
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 21
Institutionalized Ableism and the Misguided "Disability Awareness Day": Transformative Pedagogies for Teacher Education
Lalvani, Priya; Broderick, Alicia A.
Equity & Excellence in Education, v46 n4 p468-483 2013
Despite acknowledgement among social justice educators about the need to infuse anti-bias lessons in K-12 curricula, discussions of disability oppression are silent in schools. Token efforts at addressing the topic of disability generally manifest as "disability awareness day(s)" and often include "disability simulations," which have been long condemned by disability rights activists as promoting cultural attitudes that are ableist in nature. In this article, we discuss a qualitative inquiry that examines shifts in the perceptions of graduate students, with regard to the pedagogical use of disability simulations for teaching children about disability. The context of this study is a teacher education course informed by critical disability studies perspectives. The findings indicate transformations in students' thinking about the ableism implicit in disability simulations. We discuss the implications of this inquiry for social justice education, and suggest ways to prepare educators to disrupt the socio-political dimensions of disability oppression.
Descriptors: Teacher Education, Disabilities, Social Justice, Teaching Methods, Graduate Students, Student Attitudes, Qualitative Research, Simulation, Transformative Learning, Attitudes toward Disabilities, Social Bias, Attitude Change, Consciousness Raising, Learning Activities, Course Descriptions
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A