000			02038nas a2200241Ia 4500
008			250403c99999999xx |||||||||||| ||und||
022			_a0034-6543
100			_aKo, Dosun _9126413
245		0	_aOrganizing Possible Futures: A Systematic Review on Dis/ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs
260			_bReview of Educational Research
260			_c2024
300			_a883-926
520			_aIn 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			_a Black, Indigenous, and People of Color (BIPOC) _9126414
650			_a Education Systems _948335
650			_a School System _921753
650			_a Teacher Education Programs _9126415
650			_aEquity-Oriented Inclusive _9126416
700			_a Krichevsky, Boris _9126417
700			_a Lim, Sumin _9126418
700			_a Mawene, Dian _9126419
856			_uhttps://doi.org/10.3102/00346543231212927
999			_c135234 _d135234