Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/58534

Supporting Graduate Students toward “A Pedagogy of Hope”: Resisting and Redefining Traditional Notions of Disability

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Item Summary

Title:Supporting Graduate Students toward “A Pedagogy of Hope”: Resisting and Redefining Traditional Notions of Disability
Authors:Hove, Geert Van
Schauwer, Elisabeth De
Mortier, Kathleen
Claes, Lien
Munck, Katrien De
show 4 moreVerstichele, Meggie
Vandekinderen, Caroline
Leyman, Karen
Thienpondt, Leen
show less
Keywords:disability studies
education
inclusion
Date Issued:2012
Publisher:University of Hawaii at Manoa -- Center on Disability Studies
Citation:Hove, G. V., Schauwer, E. D., Mortier, K., Claes, L., Munck, K. D., Verstichele, M., Vandekinderen, C., Leyman, K. & Thienpondt, L. (2012). Supporting Graduate Students toward “A Pedagogy of Hope”: Resisting and Redefining Traditional Notions of Disability. Review of Disability Studies: An International Journal, 8(3).
Series:vol. 8, no. 3
Abstract:This article describes the process by which faculty at Ghent University enculturate graduate students into a Disability Studies in Education (DSE) perspective within a culture that actively supports segregation of students with disabilities. Our curriculum centers around “a pedagogy of hope”—a way of thinking and working in which problems, solutions, and roles are defined differently from the traditional models of disability. To illustrate this work, we present five key incidents (real-life vignettes) that have occurred within the day-to-day interactions with the students and analyze the significance of these incidents in regard to student growth. We conclude with a discussion of ten basic elements of DSE that are central to research, teaching, and action.
URI:http://hdl.handle.net/10125/58534
ISSN:1552-9215
Appears in Collections: RDS Volume 8, No. 3


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