Open AccessIntegrating disability and developmental theories for an equitable inclusive education: towards transformative educational praxes
Author(s) -
Dušana Podlucká
Publication year - 2021
Publication title -
polyphonía
Language(s) - English
Resource type - Journals
eISSN - 2238-8850
pISSN - 2236-0514
DOI - 10.5216/rp.v32i2.70903
Subject(s) - transformative learning , pedagogy , context (archaeology) , sociology , individualism , reductionism , critical theory , inclusion (mineral) , education theory , disability studies , epistemology , higher education , social science , political science , gender studies , paleontology , philosophy , law , biology
The US higher education institutions are legally bound to provide equal educational opportunities for diverse learners. This paper contends that despite the growing interest in implementing more inclusive pedagogy, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I call for a theory that frames disability in the context of learning and development and overcomes dichotomized, reductionist and individualistic notions of disability and learning. Drawing on Critical Disability Studies, Vygotsky’s theory of defectology and the Transformative Activist Stance, this paper outlines a transformative pedagogy framework for inclusive, equitable, and anti-ableist education for all learners.