Stimulating tensions in special education teachers' figured world: an approach toward inclusive education

Thorius, Kathleen A. King

doi:10.1080/13603116.2016.1168877

Cited by 35 publications

(23 citation statements)

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“…'Outcomes that benefit the most oppressed groups of students can become tangential to technical improvements to the system' (Kozelski & Artiles, 2012, p. 5). Integral to equity-focused TA is an understanding that transformative work includes the implementation of co-constructed solutions situated within critically examined contexts (Kozleski & Artiles, 2012;Thorius, 2016;Waitoller & Kozleski, 2013).…”

Section: Situating My Positionality As a Black Woman With A Dis/abilimentioning

confidence: 99%

“…Equity-focused TA occurs within socio-cultural activity systems (Thorius, 2016). Social-cultural frameworks for understanding human activity draw from Vygotsky's (1978) concept of cultural mediation -and relatedly, the production of knowledge within a TA relationship would be understood as occurring through socially-mediated collective human activity that is culturally and historically situated (Cole & Wertsch, 1996).…”

Section: Situating My Positionality As a Black Woman With A Dis/abilimentioning

confidence: 99%

“…In equity-focused TA operating from this frame, the TA practitioner operates less as a purveyor of specialized information, whose role is to transmit information or to engage professional development activities in order to facilitate behavior and systems change, but rather a social partner within an activity system (the TA experience) which consists of interactions with education practitioners who bring their own cultural histories and motivations (e.g. community concerns, political forces, policy mandates) for engaging (Skelton et al, 2017;Thorius, 2016;Thorius, Maxcy, & Nguyen, 2015;Thorius, Skelton, & Warren, 2016). Integral in the process is the involvement of tools, artifacts, information or mental models and frameworks introduced into the activity system by the TA practitioner and used to mediate new understanding (Kozleski & Artiles, 2012;Kozleski & Waitoller, 2010;Thorius et al, 2015;Waitoller & Kozleski, 2013).…”

Section: Situating My Positionality As a Black Woman With A Dis/abilimentioning

confidence: 99%

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Situating my positionality as a Black woman with a dis/ability in the provision of equity-focused technical assistance: a personal reflection

Skelton

2019

International Journal of Qualitative Studies in Education

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In this essay, I reflect on how an equity-focused technical assistance (TA) practitioner who holds intersectional minoritized social identities is in a unique position to introduce tensions in the TA activity system, disrupt marginalizing dominant narratives about difference, and affect educators' development of new ideas about the treatment of difference in schools. To start, I situate myself as the TA provider by focusing specifically on the socio-historical context in which I experienced public K-12 education as a Black, woman with a dis/ability. Next, I outline three reflections related to my experience with the treatment of difference during that time, particularly in terms of race and dis/ability; I consider how my personal history informs my current interactions within the provision of equity-focused TA. I identify three marginalizing impacts resulting from educators' treatment of my and other students' difference; and describe three strategic moves I employ to disrupt and mitigate these impacts. Additionally, I reflect on the question: How might my social identities, intersectional education history, and lived experiences serve as instruments that evoke tensions and affect interactions within the TA activity system?

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Section: Situating My Positionality As a Black Woman With A Dis/abilimentioning

confidence: 99%

Section: Situating My Positionality As a Black Woman With A Dis/abilimentioning

confidence: 99%

Section: Situating My Positionality As a Black Woman With A Dis/abilimentioning

confidence: 99%

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Situating my positionality as a Black woman with a dis/ability in the provision of equity-focused technical assistance: a personal reflection

Skelton

2019

International Journal of Qualitative Studies in Education

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“…д.). Близость социальной роли вызывает «латентные защитные реакции» по отношению к студентуинвалиду [1,13,14,24,27,28].…”

Section: российский психологический журнал • 2017 том 14 №unclassified

Межличностное Взаимодействие В Условиях Инклюзивного Образования Студентов С Ограниченными Возможностями Здоровья

Фатеева¹,

Климова²,

Skuratovskaya³

et al. 2017

РПЖ

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Введение. Авторами доказывается наличие у студентов с ограниченными возможностями здоровья общих и специфических компонентов системы отношений в социокультурном пространстве вуза, отражающих характер их межличностного взаимодействия. Новизна исследования заключается в выделении иерархической структуры ценностно-смысловых аспектов готовности студентов с ограниченными возможностями здоровья к толерантному межличностному взаимодействию в условиях инклюзивного образования. Методы. Анализ специфических особенностей ценностных ориентаций студентов с ограниченными возможностями здоровья в условиях инклюзивного образования осуществлялся в процессе самооценки респондентами эмоционально-ситуативного состояния с использованием методов анкетирования, набора методик для анализа ориентации студентов в системе социальных отношений и авторских опросников по изучению готовности к толерантному межличностному взаимодействию. Результаты. Данный раздел включает презентацию эксперимента по исследованию ценностно-смысловых аспектов готовности к толерантному межличностному взаимодействию в условиях инклюзивного образования студентов с ограниченными возможностями здоровья. Обсуждение результатов. Авторы рассматривают особенности представлений студентов о толерантном взаимодействии в социокультурной среде вуза, детерминанты их формирования, специфику возрастных и типичных для студентов с ограниченными возможностями здоровья компонентов системы отношений. Результаты исследования позволили авторам выделить уровни сформированности готовности к межличностному взаимодействию студентов с ограниченными возможностями здоровья и описать факторы, определяющие эту готовность. В заключении делается вывод о значимости данной информации для психолого-педагогического сопровождения студентов с ограниченными возможностями здоровья, содействия их социальному и профессионально-личностному развитию в условиях инклюзивной образовательной среды вуза.

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“…En tanto, para la investigadora Thorius (2016), la identidad de este grupo del profesorado corresponde a una construcción dinámica, la que es interdisciplinar, en la que se conjugan diversos factores en su producción, desde características internas, como las creencias sobre su profesión y su formación inicial docente, como también variables externas como sus experiencias laborales y la interacción con otros actores educativos y la influencia de las políticas educativas.…”

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La identidad de las educadoras diferenciales en tiempos de políticas de accountability

Inostroza

2020

EPAA

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The main objective of this research is to understand the construction of the identity of special education teachers in the framework of the implementation of educational accountability policies in Chile. Methodologically, this study responds to the qualitative tradition of research, in which 10 special education teachers from the Metropolitan Region participated. The instruments to produce the information in this investigation correspond to the in-depth interview and the reflective log. As a technique for analyzing the narratives, the qualitative content analysis was used. Among the main findings is an identity construction in transformation and stressed by the demands of accountability and the production of standardization and exclusion practices as effects of the educational market logics, which go against the identity that historically these educators have built.

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Stimulating tensions in special education teachers' figured world: an approach toward inclusive education

Cited by 35 publications

References 42 publications

Situating my positionality as a Black woman with a dis/ability in the provision of equity-focused technical assistance: a personal reflection

Situating my positionality as a Black woman with a dis/ability in the provision of equity-focused technical assistance: a personal reflection

Межличностное Взаимодействие В Условиях Инклюзивного Образования Студентов С Ограниченными Возможностями Здоровья

La identidad de las educadoras diferenciales en tiempos de políticas de accountability

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