Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion. Page: 82
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disability" [italics added]. Several of my committee members questioned how I could delineate
what was "right" or "wrong" beliefs about persons with disabilities. They also questioned
whether this assertion proceeded exclusively from my own experience or was supported in the
literature. Another committee member reminded me that a critical friend was not someone who
just simply agreed, rather, they played more of a devil's advocate role. In a conversation with
committee members while I conducted the study, I told them that I was shocked when the
preservice teachers did not have many personal experiences of exclusion to share as we began
our discussion of inclusion. An excerpt from my journal details how this dialogue impacted my
thinking and re-oriented my future actions. Thus, while being an example of the way that
dialogic validity was built into my study, it is also an example of the methodology of action
research. I evaluated my actions and used my emerging knowledge from the literature to propose
solutions and new courses of action. Consider my journal entry which details this process of
utilizing critical friends to foster dialogic validity in a study:
I think tonight was the first time I made explicit the connection I feel to persons
with disabilities. I told a group of people this for the first time tonight. My experiences
with struggling with body image and being obese as a teenager led me to understand how
painful it was to be judged about my ability, my worth, on the basis of appearance. I felt
my voice shake and my heart rate quicken as I shared this and became vulnerable to the
group. I think it was important for me to put this out there, and I hoped it would open the
door for the students to feel more comfortable about sharing their own experiences with
being excluded. It seemed that Thai and Bill really opened up, but beyond that I felt like
the group didn't really have that many experiences with feeling excluded. I must admit
that this was a bit of a let down for me, as I was expecting them to all have similar82
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Allison, Amanda. Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion., dissertation, May 2008; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc6139/m1/91/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .