Abstract

Research on urban teacher education (UTE) programs have studied teacher candidates’ (TCs) perceptions of urban communities and schooling, but have provided limited insights on how ideologies about dis/ability are entangled with race and other markers of difference, shaping TCs’ learning about urban education. In this paper, we present an analysis drawn from a 2-year qualitative study that answers the following questions: What social categories of difference are present in a UTE program’s curriculum? What ideologies related to dis/ability are utilized by TCs to describe urban education? We found that despite the UTE’s program’s strong emphasis on race and social justice, TCs not only drew from asset-based approaches but also from three interrelated ideologies of disablement to discuss students’ behaviors: individualism, medical, and personal tragedy. We provide recommendations for UTE programs and research-based on an intersectional approach to teacher education that foregrounds dis/ability.

摘要

城市教师教育 (UTE) 项目的研究研究了教师候选人 (TC) 对城市社区和学校教育的看法，但对关于残疾/能力的意识形态如何与种族和其他差异标记纠缠在一起、塑造 TC 的学习提供了有限的见解关于城市教育。在本文中，我们提出了一项为期 2 年的定性研究的分析，该研究回答了以下问题：UTE 计划的课程中存在哪些社会类别的差异？TC 使用哪些与残疾/能力相关的意识形态来描述城市教育？我们发现，尽管 UTE 的计划非常强调种族和社会正义，但 TC 不仅利用基于资产的方法，还利用三种相互关联的残疾意识形态来讨论学生的行为：个人主义、医学、和个人悲剧。我们为 UTE 计划和研究提供了建议，这些建议基于以残疾/能力为前景的教师教育的交叉方法。