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Uncertainty as a Foundation for Change


by Srikala Naraian 2015

This commentary notes the oppositional traditions that inform polarized perspectives on disability and schooling, and raises the question of the significance of such divisions for schools and for preparing teachers. Drawing on an international collaborative experience involving competing knowledge traditions the creative possibilities of uncertainty and ambiguity for reforming schools are explored.


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Cite This Article as: Teachers College Record Volume 117 Number 10, 2015, p. 1-6
http://www.tcrecord.org ID Number: 18084, Date Accessed: 3/24/2017 12:06:26 PM

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About the Author
  • Srikala Naraian
    Teachers College, Columbia University
    E-mail Author
    SRIKALA NARAIAN is an Associate Professor in the Secondary and Elementary Inclusive Education Program in the Department of Curriculum and Teaching at Teachers College. She locates herself in the disability studies tradition and is interested in researching processes of inclusive education, teacher preparation for inclusive education and the education of students with significant disabilities. She has offered professional development to teachers in New York City schools on inclusive practices. Additionally, she has prepared teachers for inclusive education in international contexts, particularly in Iceland and in India. She has published widely in many journals including International Journal of Inclusive Education, Teachers College Record, Anthropology and Education Quarterly, Curriculum Inquiry, and Teacher Education and Special Education.
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