Disorganizing educational tropes: Conceptions of dis/ability and curriculum

Baker, Bernadette (2002) Disorganizing educational tropes: Conceptions of dis/ability and curriculum. Journal of Curriculum Theorizing, 18(4), pp. 47-80.

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A study examined the politics of dis/ability and curriculum. Data were obtained from a review of the new disability studies literature, focusing on the areas of history, sociology, anthropology, and critical legal theory. The results indicate that this new literature challenges popular psychoeducational models that assume disability as an objective medical, individual, and pathological deficiency, effectively restricting the systematic study of dis/ability as relational, external, shifting, and socially constituted. The findings suggest ways in which perceptions of “school problems” have to be adjusted to understand how the constant refiguration of normativities in everyday activities creates perceptions of disability-negative ontologies, generates experiences that incite efforts to modify those perceptions in multiple ways, and produces unintended effects from well-intended approaches that in the end remain irreducible to simplistic definitions for the one “ethical” or “politically correct” strategy.

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ID Code: 89887
Item Type: Journal Article
Refereed: Yes
Keywords: Disabilities, Special education -- Methodology, Curriculum theories
ISSN: 1057-896X
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 01 Dec 2015 04:51
Last Modified: 02 Dec 2015 03:35

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