Navigating Figured Worlds: Preservice Teachers’ Understandings of Disability and Inclusion Through Representations

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dc.contributor.advisorLock, Jennifer
dc.contributor.authorOstrowdun, Christopher
dc.contributor.committeememberTakeuchi, Miwa
dc.contributor.committeememberShanahan, Marie-Claire
dc.contributor.committeememberBurns, Amy Marie
dc.contributor.committeememberCarrington, Suzanne
dc.date2021-11
dc.date.accessioned2021-09-21T20:24:55Z
dc.date.available2021-09-21T20:24:55Z
dc.date.issued2021-09
dc.description.abstractPreservice teachers’ understandings of inclusion and disability can significantly shape their practices; they need opportunities to consider their perspectives as part of their teacher training. Yet, teacher education programs seldom have explicit opportunities for such considerations. Using a design-based approach, I iteratively developed and implemented representation tasks within a Bachelor of Education course. I examined how representations in the form of drawings supported preservice teachers in developing their understanding of inclusion and disability. The data sources included individual and collaborative drawings, video recordings of participants creating drawings, and audio recorded interviews with participants after their field experiences. I conducted a visual discourse analysis of the representations and an interaction analysis of video recordings to examine how they understood figured worlds of inclusion and disability. Figured worlds encompass the socially negotiated actors, actions, and outcomes that are valued, and they characterize people’s orientations to daily life (Holland et al., 1998). The findings show how participants progressed through (1) developing an individual understanding, (2) a collaborative understanding, and (3) a situated understanding of inclusion and disability. Individually, the participants held multiple, sometimes simultaneous, conceptions of disability and inclusion. Further, social positions and hierarchies were often conveyed through the drawings. In participants’ collaborative drawings, forces such as instructor appeasement, time constraints, and individual priorities competed in influencing their representations. During field experiences, the participants navigated complexities of school cultures, other teachers, and students in considering ways to understand and implement inclusion. As well, the participants had to author themselves and their roles as emerging teachers within figured worlds of inclusion and disability. Implications from this research include a need to support preservice teachers in navigating multiple figured worlds, the adoption of a critical disability studies lens in teacher education, and how representations can be used as a pedagogical tool. Furthermore, the research supports using representations as a methodological tool to studying figured worlds, proposes a framework to understand interactions, and offers connections between the fields of the Learning Sciences and Disability Studies.en_US
dc.identifier.citationOstrowdun, C. (2021). Navigating figured worlds: preservice teachers’ understandings of disability and inclusion through representations (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39223
dc.identifier.urihttp://hdl.handle.net/1880/113906
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectinclusionen_US
dc.subjectdisabilityen_US
dc.subjectpreservice teacheren_US
dc.subjectrepresentationen_US
dc.subjectfigured worlden_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Social Sciencesen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.titleNavigating Figured Worlds: Preservice Teachers’ Understandings of Disability and Inclusion Through Representationsen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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