Article
Prospective mathematics teachers' engagement with inclusive equity: An exploratory case study in anti-ableist sociopolitical grounding
Teaching and Teacher Education
(2019)
Abstract
Students with disabilities lack opportunities to engage in cognitively challenging mathematics and instead are afforded remedial forms of learning in segregated settings. This exploratory case study reports on prospective teachers' peer-led responses as they engaged with inclusive equity (i.e., inclusive education-oriented concepts) during a reflexive conversational assignment. Participants were enrolled in a teacher preparation program that embedded elements of Disability Studies in Education. Through an interpretive approach, we analyze their responses, illustrating how they reflect tensions associated with unlearning assumptions derived from medical models of disability.
Keywords
- Activity theory,
- Disability studies,
- Equity,
- Expansive learning,
- Inclusive education,
- Mathematics teacher education,
- Prospective teachers
Disciplines
Publication Date
November, 2019
DOI
10.1016/j.tate.2019.06.007
Citation Information
Paolo Tan and Alexis Padilla. "Prospective mathematics teachers' engagement with inclusive equity: An exploratory case study in anti-ableist sociopolitical grounding" Teaching and Teacher Education Vol. 86 (2019) Available at: http://works.bepress.com/paolo-tan/5/