About
Since its inception in 2004, the Preservice Elementary Inclusive Education Program has served as a critical space of reflection and learning for pre-service teachers to imagine elementary school communities premised on equity and justice, and to develop the curricular and pedagogical skills to realize that vision. Inclusive education is fundamentally about all students, and about how cultural practices of schooling create different kinds of learners. It does not seek to remediate students, but to remediate the opportunities for learning made available to students. We prepare teacher candidates to interrogate and actively challenge the many institutional and interpersonal ways in which children and their families experience marginalization and exclusion in schools (e.g., on the basis of race, ethnicity, social class, disability, gender, nationality, sexuality, language, religious [non] affiliation, etc.). We simultaneously seek to translate such resistance into meaningful engagement with existing systems and schooling practices in order to effect change. To learn more about our stance on schooling, teaching and learning, read our program philosophy, co-written by Elementary Inclusive faculty members.
For more information about our programs, please explore our Degrees and Requirements page.