journal contribution posted on 17.01.2017, 00:00 by Federico R. Waitoller, Alfredo J. Artiles
The purpose of the study was to answer the following questions: (a) What contradictions emerge in the context of a school/university partnership for inclusive education? And (b) How do resident teachers resolve these contradictions as they learned to be inclusive education teachers? Contradictions emerged as teacher residents were required to use in their classrooms pedagogical artifacts taught in the masters’ program that were in conflict with the school district's curricular policies and mandated practices. We use the notion of curating to explain how resident teachers resolved contradictions in situated practice. We provide recommendations for research and teacher learning efforts for inclusive education.
The first author acknowledges the support of the American Educational Research Association’s Minority Dissertation Fellowship, the Office of Special Education Programs leadership grant # H325D050017, the support of the Urban Professional Learning Schools Initiative under the Office of Special Education Program grant # H325T070009, and the Institute for Research on Race and Public Policy at the University of Illinois at Chicago. The second author acknowledges the support of the Equity Alliance. Funding agency endorsement of the ideas expressed in this manuscript should not be inferred. Support from members of the research team including Elizabeth B. Kozleski (principal investigator), Laura Atkinson, Taucia Gonzales, and Lisa Lacy is acknowledged.
Publisher StatementPost print version of article may differ from published version. The definitive version is available through Elsevier Ltd at DOI:10.1016/j.tate.2016.07.007.Copyright © 2016 Elsevier B.V. or its licensors or contributors. ScienceDirect ® is a registered trademark of Elsevier B.V.