Shildrick’s monster: exploring a new approach to difference/disability through collective biography

Working with memories generated in a collective biography workshop on difference/disability and drawing in particular on Shildrick’s (2002) analysis of monstrosity, this paper analyses the ambivalent processes through which difference is othered and abjected. It argues that through the process of abjection we disown for ourselves whatever qualities are being categorised as monstrous, with negative effects not just on the other, but also on the self. We look at the ambivalence of ‘reclaiming the monster’. The paper opens up an alternative of expanding the possibilities of being by focusing not on difference as categorical otherness, but rather difference as movement, as differenciation, or becoming

Supporting Graduate Students toward “A Pedagogy of Hope”: Resisting and Redefining Traditional Notions of Disability

This article describes the process by which faculty at Ghent University enculturate graduate students into a Disability Studies in Education (DSE) perspective within a culture that actively supports segregation of students with disabilities. Our curriculum centers around “a pedagogy of hope”—a way of thinking and working in which problems, solutions, and roles are defined differently from the traditional models of disability. To illustrate this work, we present five key incidents (real-life vignettes) that have occurred within the day-to-day interactions with the students and analyze the significance of these incidents in regard to student growth. We conclude with a discussion of ten basic elements of DSE that are central to research, teaching, and action

Shildrick’s monster: exploring a new approach to difference/disability through collective biography

Working with memories generated in a collective biography workshop on difference/disability and drawing in particular on Shildrick’s (2002) analysis of monstrosity, this paper analyses the ambivalent processes through which difference is othered and abjected. It argues that through the process of abjection we disown for ourselves whatever qualities are being categorised as monstrous, with negative effects not just on the other, but also on the self. We look at the ambivalence of ‘reclaiming the monster’. The paper opens up an alternative of expanding the possibilities of being by focusing not on difference as categorical otherness, but rather difference as movement, as differenciation, or becoming

Hoe bereiden we de toekomstige leerkracht voor op inclusie en inclusief evalueren binnen een klas

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Hoe kunnen we leraren in opleiding voorbereiden op lesgeven in een inclusieve klas?

In deze werkwinkel maakt u kennis met de vijf basiscompetenties voor Inclusie en hoe we deze binnen de opleiding aan de studenten aanbieden. Daarnaast gaan we verdiepend met u in op ‘Inclusief Evalueren’. Welke mogelijkheden zijn er hier toe? Wat is het doel van evalueren en rapporteren?status: publishe

Inclusie via co-teaching

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Preparing preservice teachers towards inclusive education

In this article the authors focus on the importance to prepare teachers in training to work in an inclusive educational setting. Through in-depth interviews with teachers in inclusive education, 5 basic competences for teachers could be withdrawn. These include: a) to increase the well-being of each child in the class; b) to differentiate without exclusion; c) to broaden the cooperation with parents; d) to cooperate with external people and colleagues within the classroom; e) to be flexible and responsible for the whole class. All the competences are relevant and obtained at the end of the training. But especially the frame of reference to look at these competences is important. The authors focus on the framework of diversity thinking and propose that teachers in training should be trained to become reflective practitioners.status: publishe

Supporting gaduate students toward a 'pedagogy of hope': resisting and redefining traditional notions of disability

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