‘I got to see the other side of the coin’: Teachers’ understandings of disability-focused oppressive and anti-oppressive pedagogies

Abstract

This paper contains an exploration of teachers’ understandings of disability-focused oppressive and anti-oppressive pedagogies. The framework of the study draws from the literature on inclusive and anti-oppressive pedagogies. Analysis of teachers’ interviews before and after their engagement in a programme of professional development, and other sources (e.g., teachers’ lesson plans, handouts, reflective diaries, learners’ artefacts), shed light on how they understand oppressive and anti-oppressive pedagogies. At the same time, the data reveal some promising curricular and teaching approaches stemming from teachers’ interaction with ideas from disability studies and disability narratives and arts. The discussion focuses on how the identified key elements of disability-focused anti-oppressive pedagogies can add to existing work on anti-oppressive education.