Literaturnachweis - Detailanzeige
| Autor/inn/en | Bacon, Jessica K.; Lalvani, Priya |
|---|---|
| Titel | Dominant Narratives, Subjugated Knowledges, and the Righting of the Story of Disability in K-12 Curricula |
| Quelle | In: Curriculum Inquiry, 49 (2019) 4, S.387-404 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bacon, Jessica K.) ORCID (Lalvani, Priya) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0362-6784 |
| DOI | 10.1080/03626784.2019.1656990 |
| Schlagwörter | Elementary Secondary Education; Course Content; Social Bias; Disabilities; Power Structure; Knowledge Level; Social Justice; Curriculum Development; Attitudes toward Disabilities; Civil Rights; Consciousness Raising |
| Abstract | Dominant stories, as upheld through K-12 curricula, are influential in reproducing systems of power and privilege in schools and society. In this article, we suggest that stories of people with disabilities are either missing in K-12 curricula, or told in ways that are highly ableist. We use discourse theory as a frame for considering the role of curricula in reproducing power/knowledge in schools, and promote critical pedagogy as a tool for teaching students to recognize and disrupt the ableism inherent in dominant educational discourses. We provide concrete strategies for infusing counter-narratives and subjugated knowledges into the curriculum where silences or authoritative presences exist. Overall, this article is a call to educators to tackle, head-on, ableist discourse in the curriculum with a goal of promoting liberatory knowledges about disability in schools. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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