ABSTRACT

The Rural Teacher Residency (RTR) program prepares teachers to work in ‘high need’ rural schools in the northeastern United States, and specifically works to establish a counter-narrative to the commonly-held deficit lens applied to these schools and communities. Framed by theory and research on DisCrit and Universal Design for Learning (UDL), we share our experiences as rural teacher educators using UDL to help preservice teachers disrupt assumptions about rurality, socioeconomics, race, ability, gender identity, and privilege. We explain how our gradual incorporation of the tenets of DisCrit improved our ability to support pre-service teachers’ examination of structural inequities in school practices, including but not limited to norms of race, ability, and rurality. We conclude by offering our ongoing planning in RTR as a model for how teacher educators interested in working with DisCrit can expand its use as a transformative and liberatory framework that includes, but also extends beyond race and ability.

摘要

农村教师驻留 (RTR) 计划帮助教师做好在美国东北部“高需求”农村学校工作的准备，并专门致力于建立对适用于这些学校和社区的普遍存在的赤字镜头的反叙述。以 DisCrit 和通用学习设计 (UDL) 的理论和研究为框架，我们分享了我们作为农村教师教育工作者使用 UDL 帮助职前教师打破对农村、社会经济、种族、能力、性别认同和特权的假设的经验。我们解释了我们逐步纳入 DisCrit 原则如何提高了我们支持职前教师检查学校实践中结构性不平等的能力，包括但不限于种族、能力和农村地区的规范。