Teaching and Care: Cripping Fieldwork in Teacher Education
Ayres, K. M., Alisa Lowrey, K., Douglas, K. H., & Sievers, C. (2011). I can identify Saturn but I can’t brush my teeth: What happens when the curricular focus for students with severe disabilities shifts. Education and Training in Autism and Developmental Disabilities, 46(1), 11–21. Retrieved from http://www.jstor.org/stable/23880027
Baglieri, S. & Shapiro, A. (2012). Disability studies and the inclusive classroom: Critical practices for creating least restrictive attitudes. New York, NY: Routledge.
Bain, J., Ballantyne, R., Packer, J., & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching, 5(1), 51–73. https://doi.org/10.1080/1354060990050104
Bredberg, E., & Davidson, I. F. W. K. (1999). Ethical reasoning used by teachers of children with severe and profound intellectual disabilities: A preliminary investigation. International Journal of Disability, Development and Education, 46(1), 87–107. doi: 10.1080/103491299100740
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: a framework. Teaching in Higher Education, 18(4), 401–413. https://doi.org/10.1080/13562517.2012.752726
Cowley, D. M., & Bacon, J. K. (2013). Self-determination in Schools: Reconstructing the Concept through a Disability Studies Framework. PowerPlay: A Journal of Educational Justice, 5(1), 463–489.
Davis, E. A. (2006). Characterizing productive reflection among preservice elementary teachers: Seeing what matters. Teaching and Teacher Education, 22(3), 281–301. https://doi.org/10.1016/j.tate.2005.11.005
Delport, J., & Daikos, C. (2015). Community teachers and the preparation of special education teachers: A case study. Catalyst: A Social Justice Forum, 5(1), 2. https://doi.org/http://trace.tennessee.edu/catalyst/vol5/iss1/2
Diller, A. (1988). The ethics of care and education: A new paradigm, its critics, and its educational significance. Curriculum inquiry, 18(3), 325-342. doi: 10.2307/1179833
Duffy, M. (2005). Reproducing labor inequalities: Challenges for feminists conceptualizing care and the intersections of gender, race, and class. Gender & Society, 19(1). 66-82. DOI: 10.1177/0891243204269499
Freytag, C. E. (2008). Reimagining excellence in inclusive education: Transforming edict to ethic. International Journal of Christianity & Education, 12(2), 129–143. doi: 10.1177/205699710801200205
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
Gunn, A. (2012). Caring encounters. Phi Delta Kappan, 94(4), 21–23. https://doi.org/10.1177/003172171209400407
Hart, D., Grigal, M., & Weir, C. (2010). Expanding the paradigm: Postsecondary education options for individuals with autism spectrum disorder and intellectual disabilities. Focus on Autism and Other Developmental Disabilities, 25(3), 134–150. https://doi.org/10.1177/1088357610373759
Held, V. (2006). The ethics of care: Personal, political, and global. New York: Oxford University Press.
Hoagland, S.L. (1990). Some concerns about Nel Noddings’ caring. Hypatia, 5(1), 109-114. doi: 10.1111/j.1527-2001.1990.tb00394.x
Hong, B. S. S., Ivy, W. F., & Schulte, D. P. (2009). Dispositions for special educators: Cultivating high-quality traits for working with students with special needs. The International Journal of Learning, 16(1), 75–90. https://doi.org/http://www.Learning-Journal.com
Hughes, B., McKie, L., Hopkins, D., Watson, N. (2005). Love’s labors lost? Feminism, the disabled people’s movement and an ethic of care. Sociology, 39, 259-75. doi: 10.1177/0038038505050538
Kalyanpur, M., & Harry, B. (2012). Cultural reciprocity in special education. Baltimore, MD: Brookes.
Kelly, C. (2013). Building bridges with accessible care: Disability studies, feminist care scholarship, and beyond. Hypatia, 28(4), 784-800. doi: 10.1111/j.1527-2001.2012.01310.x
Kelly, C., & Chapman, C. (2015). Adversarial allies: Care, harm, and resistance in the helping professions. Journal of Progressive Human Services, 26(1), 46-66. doi: 10.1080/10428232.2015.977377
Kliewer, C., Biklen, D., & Kasa-Hendrickson, C. (2006). Who may be literate? Disability and resistance to the cultural denial of competence. American Educational Research Journal, 43(2), 163–192. doi:https://doi.org/10.3102/00028312043002163
Kröger, T. (2009). Care research and disability studies: Nothing in common? Critical Social Policy, 29(3), 398-420. https://doi.org/10.1177/0261018309105177
Lepage, P., Nielsen, S., & Fearn, E. F. (2008). Charting the dispositional knowledge of beginning teachers in special education. Teacher Education and Special Education, 31(2), 77–92. doi: 10.1177/088840640803100202
Marks, S. U. (2011). Special education: More about social justice, less about caring. Phi Delta Kappan, 93(1), 80. https://doi.org/https://doi.org/10.1177/003172171109300118
McRuer, R. (2006). Crip theory: Cultural signs of queerness and disability. New York: New York University Press.
Mihalas, S., Morse, W. C., Allsopp, D. H., & Alvarez McHatton, P. (2009). Cultivating caring relationships between teachers and secondary students with emotional and behavioral disorders: Implications for research and practice. Remedial and Special Education, 30(2), 108-125.
Miles, M. S., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
Morris, J. (2001). Impairment and disability: Constructing an ethics of care that promotes human rights. Hypatia, 16(4), 1-16. doi: 10.1111/j.1527-2001.2001.tb00750.x
NJ Department of Human Services: Division of Developmental Disabilities. (2008). Where to apply for services: Eligibility for division-funded services. Retrieved January 30, 2017, from http://www.state.nj.us/humanservices/ddd/services/apply
Noddings, N. (2012). The caring relation in teaching. Oxford Review of Education, 38(6), 771–781. https://doi.org/10.1080/03054985.2012.745047
Noddings, N. (2005a). The challenge to care in schools: An alternative approach to education. Advances in Contemporary Educational Thought. New York: Teachers College Press. doi: 10.1080/03057640500146757
Noddings, N. (2005b). Identifying and responding to needs in education. Cambridge Journal of Education, 35(2), 147-159. DOI: 10.1080/03057640500146757
O’Brien, C. L., & O’Brien, J. (2000). The origins of person-centered planning: A community of practice perspective. Lithonia, GA. Retrieved from https://eric.ed.gov/?id=ED456599
Sandahl, C. (2003). Queering the crip or cripping the queer? Intersections of queer and crip identities in solo autobiographical performance. GLQ: A Journal of Lesbian and Gay Studies, 9(1-2), 25-56. doi:10.1215/10642684-9-1-2-25.
Slote, M. (2007). The ethics of care and empathy. London: Routledge.
Smith, P. (2010). Whatever happened to inclusion. The Place of Students with Intellectual Disabilities in Education. New York: Peter Lang.
Taub, D.A., White, J.M., & Ryndak, D.L. (2014). Promising Practices for Professional Development and School Reform Affecting Students with Complex Instructional Needs: Perceptions of an Expert Panel. Inclusion, 2(4), 265-285. doi: DOI: 10.1352/2326-6988-2.4.265
Tronto, J. C. (1993). Moral boundaries: A political argument for an ethic of care. New York: Routledge.
Ulusoy, M. (2016). Field experiences in teacher education: the perceptions and qualities of written reflections. Teaching in Higher Education, 21(5), 532–544. https://doi.org/10.1080/13562517.2016.1160215
Vanhulle, S., Vite, A. P., Balslev, K., & Dobrowolska, D. (2016). Transforming practice through reflective writing: A discursive approach. In G. Ortoleva, M. Bétrancourt, & S. Billett (Eds.), Writing for Professional Development (pp. 32–56). Leiden, Holland: Brill.
Wehmeyer, M. L. (2006). Beyond access: Ensuring progress in the general education curriculum for students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 31(4), 322–326. doi: 10.1177/154079690603100405
Woolhouse, C. (2015). Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities. Gender and Education, 27(2), 131-147.
- There are currently no refbacks.