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

Date
2012
Authors
Hove, Geert Van
Schauwer, Elisabeth De
Mortier, Kathleen
Claes, Lien
Munck, Katrien De
Verstichele, Meggie
Vandekinderen, Caroline
Leyman, Karen
Thienpondt, Leen
Journal Title
Journal ISSN
Volume Title
Publisher
University of Hawaii at Manoa -- Center on Disability Studies
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.
Description
Keywords
disability studies, education, inclusion
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).
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