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Mandating Awareness/Inviting Inclusion: an Analysis of the Challenges Confronting Educators of Inclusive Education

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Mandating Awareness/Inviting Inclusion: an Analysis of the Challenges Confronting Educators of Inclusive Education University of Alberta Mandating Awareness/Inviting Inclusion: An Analysis of the Challenges Confronting Educators of Inclusive Education by Polly Duff Madsen (Q) A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education in Theoretical, Cultural, and International Studies in Education Department of Educational Policy Studies Edmonton, Alberta Spring, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-45755-9 Our file Notre reference ISBN: 978-0-494-45755-9 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. •*• Canada ABSTRACT This study investigates the experiences of teacher educators involved in a mandatory inclusive education course for preservice teachers at one Canadian post- secondary institution. The realm of inclusive education discussed in this study involves education for the meaningful inclusion of all learners, with a focus on those students who are at risk of exclusion due to their ethnicity, culture, gender, sexual orientation, socio-economic status and/or ability. This study draws on a critical framework and employs a multi-method research design that utilizes a qualitative case study involving semi-structured interviews and document analysis. In exploring the intersections between teacher education and inclusive education, this study investigates the rationale and development behind one inclusive education course and the challenges faced and successes experienced by faculty involved with the course. More importantly, this research provides insight into the limitations and possibilities of using a mandatory inclusive education course to effectively prepare preservice teachers for diverse classrooms. ACKNOWLEDGMENTS I would like to thank Dr. Andre P. Grace for his support and guidance in completing this thesis. His dedication to inclusive education is admirable. I would also like to thank my committee members, Dr. Brenda L. Spencer and Dr. Ingrid Johnston, as well as the academic community within Educational Policy Studies. The scholarly work of all my colleagues at the University of Alberta has expanded the horizons of my work within the field of education. For his editorial support and encouragement, I am indebted to Dr. Bill Juby. His ongoing feedback and generosity with his time were greatly appreciated. This research wouldn't have been possible without my research participants. Their time, openness and insight were invaluable and their involvement with inclusive education, as difficult as it can sometimes be, gives me hope. Most importantly I would like to thank my family. Gina, Todd and Avia - thanks for generously opening up your home to us. Kirsten, Ken, Wendy, and Malkolm - thanks for being critical thinkers and for challenging my ideas and actions. Mary - your advocacy and embodiment of inclusivity continues to inspire me. Sam and Bea -1 am grateful for your love and for the much needed laughter and adventure you bring to my life. TABLE OF CONTENTS Intertextl— Class Photos 1 INTRODUCTION 2 Rationale for the Study 2 Significance of the Research 3 Research Questions 5 Thesis Overview 5 Intertext II - Participant Narrative 7 THEORETICAL FRAMEWORK 8 Multiperspective Theory 8 Critical Pedagogy 9 Border Pedagogy 12 Culturally Relevant Pedagogy 14 Intertext III' — Participant Narrative 17 LITERATURE REVIEW 18 Inclusive Education 18 Historical Dimensions 19 Philosophical Dimensions 23 Sociological Dimensions 28 Intertext IV - Participant Narrative 34 METHODOLOGY 35 Qualitative Research 35 Case Studies 37 Interviews 39 Document Analysis 42 Research Ethics 43 Informed Consent 43 Accuracy and Confidentiality 44 Research Context 45 Inclusive Education Course 46 Research Participants 47 Dave 48 Marlene 48 Andrew 48 Judy 49 Sarah 49 Participant Engagement 49 Data Analysis and Interpretation 50 Theoretical Foundations 51 Methodological Foundations 53 Intertext V- Participant Narrative 54 THEMATIC ANALYSIS AND FINDINGS 55 Thematic Analysis 55 Findings 56 Structural Challenges 56 Course Length 56 Course Format 57 Preservice Teacher Diversity 59 Faculty Diversity 62 Student Resistance 63 Theoretical 63 Ideological 64 Teacher Isolation 73 Compromise 74 Pedagogy 78 Student Evaluation 83 Role of Administration 87 Importance of the Course 90 Filling the Inclusivity Gap 90 Principles 95 Intertext VI - Participant Narrative 99 DISCUSSION, RECCOMMENDATIONS AND REFLECTIONS 100 Discussion 100 Structural Challenges 100 Student Resistance 102 Teacher Isolation 105 Compromise 107 Pedagogy 109 Student Evaluation Ill Role of Administration 113 Importance of the Course 115 Key Implications for Policy and Practice 117 Recommendations for Further Research 119 Concluding Reflections 120 REFERENCES 123 APPENDICES 131 Appendix A- Interview Guide for Teachers 131 Appendix B - Interview Guide for Education Dean 133 Appendix C - Consent Letter 135 INTERTEXTI- CLASS PHOTOS l CHAPTER 1: INTRODUCTION This chapter provides a prospectus of this thesis. Specifically, this chapter outlines the rationale for conducting this study, the significance of the research, and the specific research questions that guided this study. An overview of the other sections of this thesis is also provided at the end of this chapter. Rationale for the Study Similar to the findings of my research, the rationale for conducting this study is multifaceted and dynamic, as well as both personal and professional. My primary desire to explore preservice teacher education and its intersections with inclusive education, stems from my experiences in the Canadian school system as both a student and teacher. These experiences have been set within a range of classrooms in numerous ethno-culturally and economically diverse communities within western and northern Canada. Though my experiences are varied, as filtered through changing environmental, political and social forces, there have been some constants within my experiences. First, despite the unconventional nature and diversity within my own family background, I am white, middle-class, able-bodied and heterosexual; therefore I have been privileged in both the capacities of student and teacher. Second, I have been schooled, for the most part, with Eurocentric and patriarchal epistemologies. These epistemologies have hierarchically privileged 'mainstream' perspectives within the structure and curriculum of the schools I have attended. Finally, I have witnessed the reproduction of educational inequities within all classrooms I have been in. As I 2 have progressed through the education system from elementary school to graduate school, and as I have transitioned from student to educator, I have seen first hand the segregation of students at each level across lines of power afforded by ethnicity, culture, gender, sexual orientation, socioeconomic status and/or ability. On a professional level, I have endeavoured to reflect critically on my experiences of the education system, particularly at the preservice teacher level, and to clarify the ways in which it has both shaped and repelled me. More importantly, I have placed my experiences within the larger context of research and literature on Canadian preservice teacher education. In doing so, I have found that both my experiences and the literature confirm that there is an absence of inclusive curriculum and practices within many Canadian teacher education programs (Lund, 1998; Schick, 2000; Mahrouse & Mujawamariya, 2004). Given the profound potential of inclusive teacher education to be a starting point for change and growth towards educational equity in Canadian classrooms, I believe it is a critical place to focus research and academic study. Though my study represents only a small response to an area of research with great need and importance,
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