Chapter 7 An Exploration of One Initial Teacher Education (ITE) Program’s Attempt to Transform How Inclusion Is Understood and Practiced
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Abstract
This chapter presents findings from a doctoral study that focuses on an attempt by a set of teaching practitioners to re\conceptualize what inclusive education might mean via the development and facilitation of a new initial teacher education (ITE) program in Aotearoa New Zealand (NZ). The purpose is to situate inclusion at the center of the program that recognizes classroom students’ rights to an education that is inclusive and equitable to their sociocultural contexts and prior knowledge. Through the lens of critical discourse analysis (CDA), the study investigates the social space enabled by government funding in a new postgraduate ITE program – a site regulated by dominant interests and agendas. This chapter will draw on data obtained through an 11-month qualitative case study process undertaken for the research.