Toward disability-centered, culturally sustaining pedagogies in teacher education
Publication Date
1-1-2023
Document Type
Article
Publication Title
Critical Studies in Education
DOI
10.1080/17508487.2023.2234952
Abstract
Teacher education in the United States operates within the same politically polarized and tense contexts as schools. Research predominantly relies on the voices and experiences of scholars and professionals, despite the importance of community-engaged pedagogies and learning approaches. Collective work that bridges the roles of scholars and community activists requires a shift in how teacher education is conceptualized for a new generation of intersectionality-focused anti-racist and anti-ableist teachers and teacher educators. Centering the knowledge of disabled activists, poverty scholars, and community scholars in partnership with educational professionals, we introduce Disability Centered Culturally Sustaining Pedagogies (DCCSPs), a conceptual framework and pedagogical application integrating Disability Critical Race Theory and culturally sustaining pedagogies in teacher education. We outline the critical need for this theory in teacher education in the United States and globally, opportunities for practical integration, and conclude with future directions.
Keywords
Culturally Sustaining Pedagogies, disability, disabled youth of color, DisCrit, teacher education
Department
Special Education
Recommended Citation
Saili S. Kulkarni, Amanda L. Miller, Emily A. Nusbaum, Holly Pearson, and Lydia X.Z. Brown. "Toward disability-centered, culturally sustaining pedagogies in teacher education" Critical Studies in Education (2023). https://doi.org/10.1080/17508487.2023.2234952
