Embodied Equity: Integrating Movement in a Teacher Education Practicum for Diverse Learners

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Author(s): Gretchen Stewart (University of South Florida, USA)and Elizabeth Doone (University of South Florida, USA)
Copyright: 2024
Pages: 35
Source title: Autism, Neurodiversity, and Equity in Professional Preparation Programs
Source Author(s)/Editor(s): Shanna Jamanis (Nazareth University, USA)and Dawn Vogler-Elias (Nazareth University, USA)
DOI: 10.4018/979-8-3693-0163-0.ch007

Keywords: Business & Management / Information Science Reference / Professional Development / Special Education

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Abstract

The state of education in the US is currently undergoing a transition. The prevailing inclination towards standardized approaches in education continues to produce inequities in learner outcomes that are challenging teacher preparation programs to rethink their practices. Education's “wicked equity problem” results from inequities in school funding, access to quality education opportunities, and equitable resources for diverse and marginalized learners. This chapter describes a teacher education practicum integrating findings from neuroscience that evidence movement as an accessible, inclusive neurodevelopmental lever and pathway for diverse learners to thrive. The authors assert embedding embodied practices in teacher preparation programs have the potential to dismantle systemic barriers to equitable learning opportunities while developing strong equity stances in teacher candidates.

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Embodied Equity: Integrating Movement in a Teacher Education Practicum for Diverse Learners

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