Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/56664

Teaching and Care: Cripping Fieldwork in Teacher Education

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Item Summary

Title:Teaching and Care: Cripping Fieldwork in Teacher Education
Authors:Baglieri, Susan
Bacon, Jessica
Keywords:teacher education
care
field experience
field-based learning
disability
Date Issued:2017
Publisher:University of Hawaii at Manoa -- Center on Disability Studies
Citation:Baglieri, S., & Bacon, J. (2017). Teaching and care: Cripping fieldwork in teacher education. Review of Disability Studies interview with Perry Blackshear. Review of Disability Studies: An International Journal, 13(4).
Series:vol. 13, no. 4
Abstract:Providing teacher candidates early and ongoing opportunities to learn their profession by participating in school settings is often posed as a way to improve their preparedness for becoming teachers. Two problems of “fieldwork,” however, are the limited access to settings in which inclusive education is practiced and the milieu of special education in the US that emphasizes ableist assertions of independence, support, and conventional notions of care, especially for youth characterized as intellectually disabled. We present an overview of the establishment of a “cripped” fieldwork experience for early program teacher candidates enrolled in a required undergraduate course. By engaging in qualitative narrative analysis of candidates’ journals, we report preliminary findings on evolving notions of care related to disability and education in self-reported field-based learning.
URI:http://hdl.handle.net/10125/56664
ISSN:1552-9215
Appears in Collections: RDS Volume 13, No. 4


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