Teacher education for inclusion and anti-oppressive curriculum development: innovative approaches informed by disability arts and narratives

Abstract

This paper engages with the issue of teacher education for inclusion and particularly with the approach of employing disability arts and narratives of people with disabilities in university based courses for inclusion. It draws on three examples of anti-oppressive curricula that were developed as part of a graduate university module in Cyprus that encouraged student teachers to engage with disability arts and narratives in order to understand key ideas developed in disability studies and inclusive education. The three examples presented in this paper are representative of the three approaches all the participating student teachers followed, and indicate the strategies they used and the nature of the materials they chose. The discussion considers how these approaches can further inform teacher education for inclusion and how using disability arts and narratives can inform the discussion on other issues concerning teacher education of inclusion.

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