FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W157158132> ?p ?o ?g. }

• W157158132 abstract "The authors pose a redefinition of inclusive education and inclusive educators. They describe four promising strategies that educators might use to reflect on social justice as a curricular focal point, problematize inclusive education, and help students create more permeable boundaries between themselves and those who are different. In this paper, we propose a redefinition of inclusive education and inclusive educators. In the last decade or so, inclusive education has been advanced in order to educate students with disabilities with their non-handicapped peers. Inclusion in this context refers to the full-time integration with appropriate accommodations and supports of students with disabilities in general education classrooms located in their neighborhood schools. The major goal of inclusive special education is to create schools in which all children are welcomed, valued, and supported, as they learn (Villa & Thousand, 2005). For us, inclusive education is a pedagogical and curricular stance in which global education, special education, and disability studies converge. Inclusive educators are those who honor the diverse cultural, linguistic, physical, mental, and cognitive complexities of their students. We assert that inclusive education begins with teaching tolerance for those who are different within one's own environment—tolerance from the inside out. Further, we advocate that inclusive educators put reflection of social justice at the center of their teaching – this includes teachers and students together questioning the meaning of social justice, reflecting on their own sense of justice and equity, acting to work for social change (Cochran-Smith, 1999), and consistently nurturing all students and learners (Kohl, 2000/01). We begin by summarizing current research on the nature of the student body and teacher workforce with respect to responding to diversity. Then we describe our vision of inclusive education. Next we explore what it means to use the reflection on social justice as the focal point for inclusive educators. From this stance, we describe several teaching strategies that teacher educators can use for creating permeable boundaries. Situating the need: Identifying teachers, students, and their views of diversity Today’s teachers (PreK-16 and adult) are unprepared to deal with the complexities of a classroom that represents diversity of all kinds: racial, ethnic, linguistic, and ability. In the executive summary of the American Educational Research Association Panel on Research and Teacher Education, Cochran-Smith and Zeichner (2005) summarize the review by Hollins and Guzman (2005), “Studies reveal that in addition to being White and middle-class females, the majority of teacher candidates are from suburbs or small towns and have limited experience with those from cultures or areas different from their own” (p. 21). Furthermore, in a summary of Pugach (2005), Cochran-Smith and Zeichner (2005) state, “Despite the trend toward preparing prospective teachers to work with students with disabilities, few studies of program effects have been studied” (p. 25). Moreover, faculty in higher education do not represent the diversity that exists in the United States nor do the students in higher education programs destined to become the teachers of our next generation of teachers. For instance, full-time minority faculty increased from 12.3% to 14.9% in the ten years between 1991 and 2001 (TIAA-CREF, 2005). There remains an under-representation of women and ethnically diverse faculty (AAUP, 2001). This means that teachers in training often lack opportunities to interact with faculty from other cultures, which is an important experience when teaching with a focal point on the reflection of social justice. To further complicate the educational reform scene, Cochran-Smith and Zeichner (2005) articulated that several, often competing, agendas for teacher education vie for attention: professionalization, deregulation, regulation, and social justice. Conceptualizing teaching and teacher education in terms of social justice has become a focus for many scholars and practitioners (Cochran-Smith, 1999; Gaudelli, 2003; Noddings, 2005). We too conceive of social justice as an imperative concept with which inclusive educators must grapple. But unlike Noddings (2005), for instance, whose definition of social justice as “rights we demand for ourselves that should be offered to others worldwide” (p. 8), is a given, we believe that the heart of inclusive education embodies the constant questioning and reflection on the meaning of social justice. Theoretical Perspective In The Politics of Recognition, Charles Taylor (1994) asserts that one of the driving forces behind political, social and cultural movements has always been the need, and sometimes the demand for recognition. According to Taylor, the movement in the 18 century from honor to dignity brought with it a politics of universalism. Taylor further asserts that, at the end of the 18 century, a modern sense of identity was born, and with it, a politics of difference. Honor, as Taylor uses the word, is intrinsically linked to inequalities. In order for some to have honor, others necessarily may not have it. Taylor goes on to say that the movement from honor to dignity brought with it the idea of universalism, which emphasizes the equal dignity of all human beings, or citizen dignity. The underlying premise here is that everyone shares in this dignity. With the development of modern identity, the focus of recognition was on individuality, rather than on equality. This development gave rise to the notion that we are all different. Within the politics of difference, “we give due acknowledgement only to what is universally present – everyone has an identity – through recognizing what is peculiar to each. The universal demand powers an acknowledgement of specificity” (Taylor, 1994, p. 39). In other words, we define ourselves in relation to our uniqueness and how we are different from each other. Being true to oneself, and being recognized for who one is, becomes being true to one’s originality, which one discovers in articulation, or dialogue. The point of convergence among global education, special education (in particular inclusive education), and disability studies is the area between the circles, which do not intersect in Figure 1. The space between the circles can be seen as border zones, areas that are fluid and not rigid like boundaries (Tierney, 1993) or a borderland, which is “a vague and undetermined place created by the emotional residue of an unnatural boundary” (Anzalda, 1987, p. 3). This borderland represents the point of convergence; we are concerned with eliminating this unnatural boundary by creating spaces where democracy can be practiced rather than repressive tolerance or lip service being paid to difference (Marcuse, 1965). The borderland can be eliminated through recognition of the equal dignity of all people and a respect for difference and originality. This will occur as we recognize that until the least among us enjoys full human rights and citizen dignity, even the most powerful among us will be diminished. We are diminished to if we cannot extend fairness to others not like us. As long as one person believes that when someone else gains a human right (such as legally sanctioned same sex unions or accommodations for persons with disabilities) that this gain takes away his or her rights, we will not permeate the boundaries." @default.
• W157158132 created "2016-06-24" @default.
• W157158132 creator A5003280069 @default.
• W157158132 creator A5003531372 @default.
• W157158132 creator A5052782031 @default.
• W157158132 date "2013-01-01" @default.
• W157158132 modified "2023-09-27" @default.
• W157158132 title "Creating Permeable Boundaries: Inclusive Educators in a Global Society" @default.
• W157158132 cites W1502477766 @default.
• W157158132 cites W1977073173 @default.
• W157158132 cites W1990804256 @default.
• W157158132 cites W2075355359 @default.
• W157158132 cites W2111849737 @default.
• W157158132 cites W230540954 @default.
• W157158132 cites W24300764 @default.
• W157158132 cites W254608528 @default.
• W157158132 cites W35737602 @default.
• W157158132 cites W574379264 @default.
• W157158132 hasPublicationYear "2013" @default.
• W157158132 type Work @default.
• W157158132 sameAs 157158132 @default.
• W157158132 citedByCount "1" @default.
• W157158132 countsByYear W1571581322017 @default.
• W157158132 crossrefType "journal-article" @default.
• W157158132 hasAuthorship W157158132A5003280069 @default.
• W157158132 hasAuthorship W157158132A5003531372 @default.
• W157158132 hasAuthorship W157158132A5052782031 @default.
• W157158132 hasConcept C111472728 @default.
• W157158132 hasConcept C127413603 @default.
• W157158132 hasConcept C138885662 @default.
• W157158132 hasConcept C144024400 @default.
• W157158132 hasConcept C17744445 @default.
• W157158132 hasConcept C39549134 @default.
• W157158132 hasConcept C55587333 @default.
• W157158132 hasConcept C95124753 @default.
• W157158132 hasConceptScore W157158132C111472728 @default.
• W157158132 hasConceptScore W157158132C127413603 @default.
• W157158132 hasConceptScore W157158132C138885662 @default.
• W157158132 hasConceptScore W157158132C144024400 @default.
• W157158132 hasConceptScore W157158132C17744445 @default.
• W157158132 hasConceptScore W157158132C39549134 @default.
• W157158132 hasConceptScore W157158132C55587333 @default.
• W157158132 hasConceptScore W157158132C95124753 @default.
• W157158132 hasLocation W1571581321 @default.
• W157158132 hasOpenAccess W157158132 @default.
• W157158132 hasPrimaryLocation W1571581321 @default.
• W157158132 hasRelatedWork W127961230 @default.
• W157158132 hasRelatedWork W1567101456 @default.
• W157158132 hasRelatedWork W181944554 @default.
• W157158132 hasRelatedWork W1983721337 @default.
• W157158132 hasRelatedWork W2032030742 @default.
• W157158132 hasRelatedWork W2069840466 @default.
• W157158132 hasRelatedWork W2088138312 @default.
• W157158132 hasRelatedWork W2100855531 @default.
• W157158132 hasRelatedWork W2587541307 @default.
• W157158132 hasRelatedWork W267325613 @default.
• W157158132 hasRelatedWork W288884225 @default.
• W157158132 hasRelatedWork W289759486 @default.
• W157158132 hasRelatedWork W2978832513 @default.
• W157158132 hasRelatedWork W2994459422 @default.
• W157158132 hasRelatedWork W3014818908 @default.
• W157158132 hasRelatedWork W57769601 @default.
• W157158132 hasRelatedWork W6746461 @default.
• W157158132 hasRelatedWork W748041853 @default.
• W157158132 hasRelatedWork W83795377 @default.
• W157158132 hasRelatedWork W97950403 @default.
• W157158132 isParatext "false" @default.
• W157158132 isRetracted "false" @default.
• W157158132 magId "157158132" @default.
• W157158132 workType "article" @default.