"Away with the Fairies?" Disability within Primary-Age Children's Literature

Autor/inn/en	Beckett, Angharad; Ellison, Nick; Barrett, Sam; Shah, Sonali
Titel	"Away with the Fairies?" Disability within Primary-Age Children's Literature
Quelle	In: Disability & Society, 25 (2010) 3, S.373-386 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7599
Schlagwörter	Childrens Literature; Stereotypes; Elementary School Students; Foreign Countries; Social Attitudes; Disabilities; Attitudes toward Disabilities; Negative Attitudes; Language Usage; Social Bias; United Kingdom + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Klischee; Ausland; Social attidude; Soziale Einstellung; Handicap; Behinderung; Negative Fixierung; Sprachgebrauch; Großbritannien
Abstract	This article outlines the findings of a new study that explores the portrayal of disability within a sample of the primary-age children's literature most readily available to UK schools. The kind of literature to which children are exposed is likely to influence their general perceptions of social life. How disability is handled by authors is therefore important from the standpoint of disability equality. Findings suggest that whilst there are some good examples of inclusive literature "out there", discriminatory language and/or negative stereotypes about disability continue to be present in a range of more contemporary children's books. Clearly, more "still" needs to be done to ensure that schools and teachers are provided with information relating to the best examples of inclusion literature and efforts must continue to be made to inform authors, publishers and illustrators about how to approach the issue of disability. (Contains 1 table and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10