Teaching and Care: Cripping Fieldwork in Teacher Education
Main Article Content
Keywords
teacher education, care, field experience, field-based learning, disability
Abstract
Providing teacher candidates early and ongoing opportunities to learn their profession by participating in school settings is often posed as a way to improve their preparedness for becoming teachers. Two problems of “fieldwork,” however, are the limited access to settings in which inclusive education is practiced and the milieu of special education in the US that emphasizes ableist assertions of independence, support, and conventional notions of care, especially for youth characterized as intellectually disabled. We present an overview of the establishment of a “cripped” fieldwork experience for early program teacher candidates enrolled in a required undergraduate course. By engaging in qualitative narrative analysis of candidates’ journals, we report preliminary findings on evolving notions of care related to disability and education in self-reported field-based learning.
References
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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.
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.
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Published
Dec 1, 2017
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Cripping Care: Care Pedagogies and Practices Special Forum
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