This study examines how infusing disability justice principles into a literacy methods course shaped general education teacher candidates’ perceptions of disability, ableism, identity, and advocacy. Findings suggest that disability justice can prepare general education candidates to view inclusion as a collective responsibility and improve candidates' confidence in working in inclusive classrooms.
How can reluctance be a model for problem solving? This presentation will explore the Reluctant to Lead (RtL) model as a frame for problem solving in a university education. The first-year experience of a reluctant department chair will create the backdrop to explore the usefulness of this model.
This phenomenological study examines how experiential learning and university-district partnerships cultivate cultural humility in pre-service teachers. Analysis of survey data from Roberts Wesleyan University students revealed significant growth in professional identity and bias awareness. Findings underscore the necessity of moving beyond traditional coursework toward transformative, collaborative, and reflective practice.
