ABSTRACT

Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-à-vis how racism and ableism operate to support hegemony bound in, and represented by, the normative center of schooling. In this paper, we unpack what DisCrit affords critical teacher education, how individuals with complex support needs are located within DisCrit’s tenets, if at all, and the application of DisCrit in the disciplinary case of science education. By considering possibilities not yet explored within the literature, we further critical conversations about the relationship between DisCrit, silenced perspectives of populations unaddressed in teacher education for equity, and new disciplinary possibilities of what we mean by justice-oriented applications of theory and practice.

摘要

教师教育两极分化。传统主义者倾向于以核心实践为中心，而以正义为导向的学者则以嵌入我们实践中的意识形态为中心。然而，两者都必须考虑实践和意识形态如何相互依存，以破坏所有学生中的不公平和培养能动性。借鉴交叉对齐的理论 DisCrit，我们认为，相对于种族主义和能力主义如何运作以支持受教育规范中心约束并由其代表的霸权，实践和它们所体现的意识形态可能会被问题化。在本文中，我们解开了 DisCrit 提供了批判性教师教育的内容，具有复杂支持需求的个人如何定位在 DisCrit 的原则中（如果有的话），以及 DisCrit 在科学教育学科案例中的应用。