Sites of resistance: disability and inclusion in Canadian K-12 education

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dc.contributor.authorBaker, Michael
dc.contributor.examiningcommitteeJanzen, Melanie (Curriculum, Teaching & Learning)
dc.contributor.examiningcommitteeHansen, Nancy (Disability Studies)
dc.contributor.guestmembersSchnellert, Leyton (University of British Columbia)
dc.contributor.supervisorEnns, Charlotte
dc.date.accessioned2025-01-06T19:19:16Z
dc.date.available2025-01-06T19:19:16Z
dc.date.issued2024-12-21
dc.date.submitted2024-12-21T20:35:25Zen_US
dc.date.submitted2025-01-05T19:26:37Zen_US
dc.degree.disciplineEducation
dc.degree.levelDoctor of Philosophy (Ph.D.)
dc.description.abstractIf there was a country called disabled, I would be from there. (Frazee, 2023, p. xv) Ableism in Canadian K–12 education remains pervasive. As a site of resistance, this research explores the ways in which ableism is manifest in schools while offering recommendations for transformative praxis. This research is comprised of an autoethnography, policy analysis, and case study as a manuscript-style dissertation. Overall, these three research studies contribute to the continued rupture of ableism and disability marginalization in Canadian K–12 schools. Most importantly, this dissertation contributes to a growing understanding that there is nothing wrong with being disabled or being part of the disability community (Kafai, 2021). Concurrent themes that flow through this dissertation include: the importance of voice, equitable representation, empowerment, knowledge, identity, and calls for transformation. This research seeks to contribute to the field of inclusive education and critical disability studies in Canada.
dc.description.noteFebruary 2025
dc.identifier.urihttp://hdl.handle.net/1993/38753
dc.language.isoeng
dc.rightsopen accessen_US
dc.subjectInclusive Education
dc.subjectCritical Disability Studies
dc.titleSites of resistance: disability and inclusion in Canadian K-12 education
dc.typedoctoral thesisen_US
local.subject.manitobayes
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