Organizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs (Record no. 135234)

MARC details
000 -LEADER
fixed length control field 02038nas a2200241Ia 4500
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fixed length control field 250403c99999999xx |||||||||||| ||und||
022 ## - INTERNATIONAL STANDARD SERIAL NUMBER
International Standard Serial Number 0034-6543
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Ko, Dosun
9 (RLIN) 126413
245 #0 - TITLE STATEMENT
Title Organizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Name of publisher, distributor, etc. Review of Educational Research
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Date of publication, distribution, etc. 2024
300 ## - PHYSICAL DESCRIPTION
Extent 883-926
520 ## - SUMMARY, ETC.
Abstract In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structures within education systems and envision new alternative futures. Drawing on critical learning sciences and dis/ability justice-oriented theoretical approaches, we conducted a systematic literature review of 11 empirical studies to examine how teacher preparation programs are informed by dis/ability justice theoretical lenses. We synthesized how dis/ability justice-oriented teacher preparation programs organized transformative learning environments aimed at disrupting color-evasive and pathologizing discourses. We discussed the findings on how these programs conceptualized dis/ability, their applications of these conceptualizations in practice, and the transformative learning outcomes for preservice teachers.
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Black, Indigenous, and People of Color (BIPOC)
9 (RLIN) 126414
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education Systems
9 (RLIN) 48335
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element School System
9 (RLIN) 21753
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teacher Education Programs
9 (RLIN) 126415
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Equity-Oriented Inclusive
9 (RLIN) 126416
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Krichevsky, Boris
9 (RLIN) 126417
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Lim, Sumin
9 (RLIN) 126418
700 ## - ADDED ENTRY--PERSONAL NAME
Personal name Mawene, Dian
9 (RLIN) 126419
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://doi.org/10.3102/00346543231212927">https://doi.org/10.3102/00346543231212927</a>
999 ## - SYSTEM CONTROL NUMBERS (KOHA)
Koha biblionumber 135234
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Withdrawn status Lost status Damaged status Not for loan Home library Current library Date acquired Serial Enumeration / chronology Total Checkouts Barcode Date last seen Price effective from Koha item type
        Dr VKRV Rao Library Dr VKRV Rao Library 03/04/2025 Vol. 94, No. 6   AI1383 03/04/2025 03/04/2025 Article Index