Short Title
Exploring Ableism through Teacher Identity and Empowerment
Keywords
ableism, empowerment, teacher identity, positive community building, relationships
Abstract
This study was conducted to find how teacher candidates at a southwestern regional university understood ableism and empowerment based on their reading and interaction with the campus common reader. This work was important to help future teachers form healthy instructional practices that are inclusive of all students, regardless of ability in their future classrooms. The findings of this study showed evidence that this reading experience was transformative in helping teacher candidates form a teacher identity that was not only inclusive and welcoming of all, but also empowering.
Recommended Citation
Contreras-Vanegas, Alma; Godwin, Amber; and Blackwell, William H.
(2023)
"Exploring Ableism through Teacher Identity and Empowerment: Teaching about Disability through a Campus Common Reader,"
School Leadership Review: Vol. 18:
Iss.
1, Article 6.
Available at:
https://scholarworks.sfasu.edu/slr/vol18/iss1/6
Included in
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Disability and Equity in Education Commons
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