An analysis of alterity in teachers' inclusive pedagogical practices

Primer Autor
Sagner-Tapia, Johanna
Título
An analysis of alterity in teachers' inclusive pedagogical practices
Editorial
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Revista
INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
Lenguaje
en
Resumen
This investigation contributes to understanding how teachers reflect on the other with a disability and on their own practices. Literature suggests that inclusion takes place when barriers are removed, allowing participation. However, scholars agree that teachers still struggle with pedagogical practices in inclusive classrooms. Hansen (Hansen, J.H.2012. Limits to Inclusion. International Journal of Inclusive Education 16 (1): 89-98) contends that teachers establish limits to inclusion in order to manage the level of diversity, arguing that the limits depend on the teacher's understanding of disability. This article examines German secondary school teachers, who reflect on inclusive pedagogical practices and their relationship to learners with disabilities. The analysis shows that most teachers add levels of complexity when constructing the disability's identity. Teachers struggled with the notion of limitation associated with disability and with the discovery of the other, with new learning skills and abilities. Interactions with learners with a disability open new venues to practice inclusion and encourage participation, but this requires a change in practices, yet, not all teachers feel prepared to do that. Teachers offered various rationales on why they applied limits to inclusion, those rationales are rooted in how they interpret disability and their own roles as teachers.
Tipo de Recurso
Artículo original
doi
10.1080/13603116.2017.1370735
Formato Recurso
pdf
Palabras Claves
Alterity# pedagogical practices# disability identity# inclusion# secondary school
Alterity# pedagogical practices# disability identity# inclusion# secondary school
Ubicación del archivo
http://dx.doi.org/10.1080/13603116.2017.1370735
Categoría OCDE
Education & Educational Research
Materias
Alteridad# prácticas pedagógicas# identidad de discapacidad# inclusión# Escuela secundaria
Alteridad# prácticas pedagógicas# identidad de discapacidad# inclusión# Escuela secundaria
Id de Web of Science
WOS:000427864300003
Título de la cita (Recomendado-único)
An analysis of alterity in teachers' inclusive pedagogical practices
Identificador del recurso (Mandatado-único)
Artículo original
Versión del recurso (Recomendado-único)
version publicada
Editorial
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Revista/Libro
INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
Categoría WOS
Educación e investigación educativa
ISSN
1360-3116
Idioma
en
Formato
pdf
Tipo de ruta
hibrida#verde
Access Rights
metadata
Derechos de acceso
metadata
Colecciones
Colección Publicaciones Científicas
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