Undoing Ableism With Critical Pedagogy
This chapter raises the question of how we can create communities where everyone can live and learn more inclusively. Based in social justice education, the authors problematize the persistence of a segregated education system and the marginalization of students with disabilities in schools through ableist policies and practices. They invite discussion about what it means to be a social justice educator and urge teachers to position themselves on ableism. The authors raise critical questions for professional reflection how schools can be instrumental in the creation of inclusive and democratic societies. Teachers will learn the importance of, and strategies for, opening dialogue in their classrooms about inclusivity and belongingness in democratic societies, toward the goal of social action and social change.