Developing and Maintaining Inclusive Identities: Understanding Student Teaching through de Certeau’s Framework of Tactics and Strategies

Rood, Carrie E.; Ashby, Christine

doi:10.1080/01626620.2017.1300957

Cited by 5 publications

(6 citation statements)

References 30 publications

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“…This study has demonstrated that teachers need the opportunity to frequently dialog with teacher educators, students, and policymakers as the claim to inclusive understanding can only come through such engagements (Faura-Martínez & Cifuentes-Faura, 2022; Rood & Ashby, 2017). Studies stressed that dialog gets teachers to think of a problem differently and to find solutions through multiple ideas.…”

Section: Discussionmentioning

confidence: 92%

“…The prevailing disability discourses echoed by these participants draw attention to how teachers within the Saudi context think about disability. Negative discourses about disability have the potential to endorse the continuation of segregated or pull-out education (Muzata, 2019; Rood & Ashby, 2017). However, a real opportunity exists for teacher educators to use a dialogical approach to professional learning for teachers to gain deeper insights into the power of words and their effect on students (Van Someren et al, 1998).…”

Section: Discussionmentioning

confidence: 99%

“…The notion that having students with SEND in general education classrooms is a barrier to effective learning is the consequence of conceptualizing disability as within a child problem that must be fixed (Muzata, 2019). It is argued that when disability and inclusive education knowledge reside outside teachers’ experience, it is futile to expect them to accept and support students with disabilities in their schools (Rood & Ashby, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, inclusive education removes barriers to access and full participation of all students in education (Törmänen & Roebers, 2018). This follows the fundamental principle that schools must allow all students with disability, special education needs and those without disabilities, wherever possible, to learn together with ongoing support (Farias et al, 2019; Rood & Ashby, 2017). According to Törmänen and Roebers (2018), “inclusive settings offer diverse education, taking into account every child’s unique developmental and educational challenges.…”

Section: Introductionmentioning

confidence: 99%

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A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

2023

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Internationally, many countries have developed inclusive education policies to offer quality education opportunities to all students. However, many teachers are still grappling with how to facilitate inclusive education in their general education schools. Challenges to inclusive education have pointed to teacher perspectives and beliefs about the practicability of inclusive education in general education classroom. This paper explored and discussed the perspectives of 70 Saudi comprehensive elementary school teachers who participated in a group online dialogical interview about their understanding of disability, inclusive education, and considers how inclusion might work in their comprehensive schools. The findings revealed mixed understandings of disability and inclusive education, and challenges that must be mitigated through dialogic professional learning to improve their practice.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

2023

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“…We viewed our positioning of the beginning teachers as a tactical move designed to sanction new literacy practices "from below", (de Certeau, 1984) rather than the uncritical enactment of literacy policy (Ministry of Education, 2003) "from above". This positioning carried risks for our beginning teachers (Rood and Ashby, 2017), who were introduced to literacy practices that their mentor teachers may have known little about.…”

Section: Pioneers Of Multiliteraciesmentioning

confidence: 99%

“I haven’t earned the right to just play around with my literacy programme”: strategies, tactics and policy actors/subjects

Tilson

Sandretto

2021

ETPC

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Purpose The purpose of this New Zealand study is to analyse the influence of the literacy course from an initial teacher education degree, to support beginning teachers to view themselves as policy actors, not mere policy subjects. In our role as teacher educators, we sought to support beginning teachers to find freedom within the constraints of official literacy policy to include multiliteracies. Design/methodology/approach Using de Certeau’s dialectic of strategies and tactics, the authors critically analysed the influence of the literacy course. The data included an assignment from the literacy course, an end-of-literacy course survey and a follow-up interview six months into their first teaching position with a group of five beginning primary school teachers. Findings The findings shed light on our apparent inability to support beginning teachers to see themselves as policy actors/subjects. The analysis reveals the beginning teachers’ tactical responses to our strategies intended to position them as policy actors. The analysis also illustrates how the tactics the authors deployed were viewed as strategies by the beginning teachers, ironically further solidifying the literacy policy they had sought to critique and destabilise and (re)positioning them as policy subjects. Originality/value de Certeau’s framework supported the illumination of the complex interplay of strategies and tactics deployed by ourselves and beginning teachers as the authors sought to support them to identify the freedoms within the constraints of official literacy policy. Any future attempt to develop beginning teachers as policy actors/subjects will benefit from the careful examination of the strategies and tactics at play in initial teacher education.

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Visualizing Identity: The Potential of Identity Portraits in Developing Inclusive Teaching Selves in Times of Postconflict Reconciliation

Herath¹

2023

Comparative Education Review

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Developing and Maintaining Inclusive Identities: Understanding Student Teaching through de Certeau’s Framework of Tactics and Strategies

Cited by 5 publications

References 30 publications

A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

“I haven’t earned the right to just play around with my literacy programme”: strategies, tactics and policy actors/subjects

Visualizing Identity: The Potential of Identity Portraits in Developing Inclusive Teaching Selves in Times of Postconflict Reconciliation

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