Literaturnachweis - Detailanzeige
| Autor/inn/en | Peters, Susan; Chimedza, Robert |
|---|---|
| Titel | Conscientization and the cultural politics of education: a radical minority perspective. |
| Quelle | In: Comparative education review, 44 (2000) 3, S. 245-271Infoseite zur Zeitschrift |
| Beigaben | Grafiken 2 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Kultur; Empirische Untersuchung; Gesellschaft; Bewusstsein; Identität; Vorurteil; Kind; Schule; Diskriminierung; Grundrechte; Soziale Bewegung; Behinderung; Internationaler Vergleich; Organisation; Behinderter; Gehörloser; Simbabwe; USA |
| Abstract | Disabled people's exclusion from the full benefits that education and society offer "legitimate" citizens reveals much about the true nature of education and the cultural politics of schooling. ... Having been excluded from traditional forms of education in schools, a growing number of disabled people have developed their own unique forms of educational praxis. They have learned to utilize educational praxis as a tool for liberation from oppression. ... We examine the approaches by disabled people in Zimbabwe to educational praxis that set the stage for a liberation pedagogy of schooling with significant implications for all minority groups. We draw on the experiences of the deaf in Zimbabwe as an example of the contested terrain within the disability community. ... We then compare and contrast the Zimbabwean experiences to the growth of the disability rights movement in the United States as an example of the potential power of this new form of educational praxis across cultures. We will argue that the approach in the United States has historically emphasized transformation of social values and educational practices through litigation and thus lacks the power of the Zimbabwean experience, with its emphasis on transformation through conscietization and its regognition of unity in diversity. (DIPF/orig.) |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2001_(CD) |
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