ABSTRACT

The unjust schooling experiences of many disabled students is the impetus for this conceptual paper, which investigates the complexity involved in developing future teachers’ knowledge and commitment to putting into practice disability rights-related provisions. The paper focuses on the components of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006. United Nations Convention on the Rights of Persons with Disabilities. Accessed March 1, 2020. https://www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisabilities.aspx#24) that relate specifically to teacher education programmes. The concepts of dysconciousness (King 1991. “Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers.” Journal of Negro Education 60 (2): 133–146) and dysconscious ableism (Lalvani et al. 2015. “Teacher Education, Exclusion and the Implicit Ideology of Separate but Equal: An Invitation to a Dialogue.” Education, Citizenship, and Social Justice 10 (2): 168–183) are explored to facilitate theoretical understanding of possible reasons for injustices, including the marginalisation of many disabled students within/without the education system. Discussion then focuses on relevant research and practical strategies that may support student teachers to narrow the distance between theoretical understandings of Article 24 and its implementation in their teaching practice. In closing, the notion of dysconscious ableism is revisited in relation to its impact on teacher educators’ own thinking and practice. In order to do justice to Article 24 within teacher education, and in turn, to disabled students in schools, much is possible, and we as teacher educators, alongside our student teachers, have much to (un)learn.

摘要

许多残疾学生的不公正的学校教育经历是这篇概念性文件的动力，该文件调查了发展未来教师知识和致力于将残疾人权利相关条款付诸实践所涉及的复杂性。本文重点介绍《联合国残疾人权利公约》(UNCRPD) 第 24 条的组成部分（联合国 2006 年。联合国残疾人权利公约。2020 年 3 月 1 日访问。https:// www.ohchr.org/EN/HRBodies/CRPD/Pages/ConventionRightsPersonsWithDisability.aspx#24)，专门与教师教育计划相关。意识障碍的概念（King 1991。“意识障碍种族主义：意识形态、身份和教师的错误教育”。Journal of Negro Education 60 (2): 133–146）和精神障碍歧视（Lalvani et al. 2015。“教师教育、排斥和分离但平等的隐含意识形态：对话邀请。”教育、公民身份和社会正义10（2）：168-183）的探索是为了促进对不公正可能原因的理论理解，包括许多残疾学生在教育系统内外的边缘化。然后讨论的重点是相关研究和实践策略，这些研究和实践策略可以支持见习教师缩小对第 24 条的理论理解与其在教学实践中的实施之间的距离。最后，重新审视了潜意识能力主义的概念及其对教师教育者自身思维和实践的影响。为了在教师教育中公正地对待第 24 条，进而为学校中的残疾学生提供公正的待遇，我们有很多可能，作为教师教育者，我们和实习教师一样，还有很多东西需要学习。