Whitburn, Ben and Corcoran, Tim (2019) Ontologies of inclusion and teacher education. In, Rice, Bethany M. (ed.) Global Perspectives on Inclusive Teacher Education. IGI Global. (doi:10.4018/978-1-5225-7703-4.ch001).
Abstract
In the complex of marginalizing theories, policies, and practices, bot h in the academy and education more broadly, the design of inclusive e ducation scholarship is intentionally relational. The purpose of this chapter is to examine how theories affecting inclusion direct the remi t of teacher educators. In particular, attention is directed at interd isciplinary scholarly practice arising from individual and institution al values that can and do go by uncritically questioned. The chapter d escribes the development of a program of inclusive education scholarsh ip within teacher education that emphasizes ontological scrutiny. Lear ning outcomes are made explicit promoting advanced understandings abou t the application of theory, policy, curriculum design, resources, and pedagogy to differentiate teaching programs in ways that are accessib le to learners with diverse interests, needs, and backgrounds. Graduat es are anticipated to meet challenging conditions of resistance to inc lusion and be able to work in and against these with conviction.
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