Exploring assumptions about inclusion in a pre-service teacher

education programme

Leechin HengPhD Candidate, School of Educational Studies and Leadership, University of Canterbury, New Zealand

32nd Annual Pacific Rim International Conference on Disability and Diversity, April 25 & 26, 2016

Hawai‘i Convention Center, HonoluluSupervisors:

Missy Morton, Niki Davis & Rosemary Du Plessis

• Inclusion/exclusion and marginality– positioning myself and this research

• Some emergent findings– based on observation, interviews and course

materials• My emerging research position

– from recording to interpretation• Discussion

– questions, feedback, suggestions

Overview of the presentation

New Zealand

Helensville Online. (2016). Where in the world? [Image] Retrieved from http://www.helensville.co.nz/general/worldmap.htm

Some findings – critical reflections on inclusion

• Inclusion, exclusion and potential harm

– Has anyone intentionally wanted to be a teacher to harm a child?

The iceberg

[PowerPoint slides]. Retrieved from http://www.learn.canterbury.ac.nz/

Some course readings

Santoro. (2009). Teaching in culturally diverse contexts: What knowledge about ‘self’ and ‘others’ do teachers need?

McIntosh. (1990). White privilege: Unpacking the invisible knapsack.

When people say…I don’t see you as disabledI don’t see you as black/brown/yellow/

blue/orange/green…..I don’t see you as different I don’t see you as…

Privilege conceals itself from those who have it

You’re not deficit/weird/not normal/unacceptable/ugly/

uncomfortable to be with…

Or simply…you are what I choose to see you as?

Do they mean…

Knapsack

[PowerPoint slides]. Retrieved from http://www.learn.canterbury.ac.nz/

• Inclusion as an ongoing project

- Always becoming, never arriving

Some findings – critical reflections on inclusion

Three-way learning model

Fickel (2013)

Thank you – Mahalo

Acknowledgements

International Pacific Rim Conference on

Disability and Diversity

The Claude McCarthy Fellowship

The MTchgLn programme acknowledges the Ngāi Tahu Educational Advisory Group for the MTchgLn

programme and colleagues in the UC College of Education who are part of the MTchgLn development team

and related research. The programme development has been a collaborative effort, and the structures

developed for the operationalisation of the broad goal to prepare adaptive and action competent pre-service

teachers reflects the knowledge and wisdom of the group.

References Fickel, L. (2013). Exemplary postgraduate ITE programmes RFA (Round 2) -

Submission to the Ministry. Application from the College of Education. Unpublished. Christchurch, NZ: University of Canterbury.

Delgado, R. (2011). Rodrigo’s reconsideration: Intersectionality and the future of critical race theory. Iowa Law Review, 96, 1247 - 1288.

Johnston, K. (2015). Superdiversity: Children lead the way as cultures combine. Retrieved from http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11531743

McIntosh, P. (1990). White Privilege: Unpacking the Invisible Knapsack. Independent School. (Winter 1990).

Santoro, N. (2009). Teaching in culturally diverse contexts: what knowledge about ‘self’ and ‘others’ do teachers need? Journal of Education for Teaching, 35(1), 33-45. doi:10.1080/02607470802587111

Statistics New Zealand. (2016). New Zealand in profile: 2015. Retrieved from http://www.stats.govt.nz/browse_for_stats/snapshots-of-nz/nz-in-profile-2015/population.aspx