Ebony Perouse-Harvey
Abstract
This study focuses on leveraging simulated experiences as a pedagogical tool to develop pre-service general educators (PSGEs) ability to identify inequitable practices, respond effectively to the needs of students and build relationships with families by exploring the questions, (1) How do PSGEs respond to issues of racism and ableism when it is shared by a Black parent of a student identified with a (dis)ability? (2) How substantive are their recommendations in response to the issue of racism and ableism shared by the parent? Each PSGE engaged in a 15-minute in-person video-recorded simulation of a portion of an Individualized Education Program (IEP) meeting. PSGEs levels of enactment in the areas of recognizing racism and ableism and responding to oppression grew between initial and final simulations. Leveraging simulations as a method to prepare general education teachers to engage in collaborative practices has the potential to expand both teacher educator pedagogy and pre-service teacher equity practices.
Recommended Citation
Perouse-Harvey, E. (2026). Learning to disrupt: Leveraging simulations to develop PGSEs anti-racist and anti-ableist collaborative practices. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.3
DOI
Corresponding Author
Ebony Perouse-Harvey, Lecturer on Education, Harvard Graduate School of Education, 13 Appian Way, Cambridge, MA, 02138
Email: [email protected]