Complicating, Not Explicating: Taking up Philosophy in Learning Disability Research

Autor/in	Allan, Julie
Titel	Complicating, Not Explicating: Taking up Philosophy in Learning Disability Research
Quelle	In: Learning Disability Quarterly, 34 (2011) 2, S.153-161 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
Schlagwörter	Learning Disabilities; Ethics; Philosophy; Theory Practice Relationship; Research Methodology; Foreign Countries; Australia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Ethik; Philosophie; Theorie-Praxis-Beziehung; Research method; Forschungsmethode; Ausland; Australien; Großbritannien; USA
Abstract	This article provides an introduction to theoretical ideas and practices from the so-called "philosophers of difference"--Foucault, Derrida, and Deleuze and Guattari--as an invitation to think differently about the construction of learning disability and to envision new forms of learning. Two key concepts, Foucault's transgression and Deleuze and Guattari's rhizome, are presented, and examples from research on learning disability and other dimensions of disability are given to illustrate their potential. The theoretical practices of deconstruction, developed by Derrida, and Deleuze and Guattari's rhizomatic analysis are also presented and exemplified. The article argues that these theoretical concepts and practices, if taken up, shift the researcher towards an ethics of research and toward greater responsibility. Implications are discussed in the final part of the paper. (As Provided).
Anmerkungen	Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10