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Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula
Curriculum Inquiry ( IF 1.944 ) Pub Date : 2019-10-09 , DOI: 10.1080/03626784.2019.1656990
Jessica K. Bacon 1 , Priya Lalvani 1
Affiliation  

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.



中文翻译:

K-12课程中的主要叙述,被征服的知识以及对残疾故事的纠正

摘要

通过K-12课程坚持的主要故事对学校和社会中权力和特权系统的再现具有影响力。在本文中,我们建议在K-12课程中缺少关于残疾人的故事,或者以能干的方式讲故事。我们使用语篇理论作为框架来考虑课程在学校中再现能力/知识的作用,并提倡批判性教学法,作为教学生认识和破坏主流教育语篇中固有的能力的工具。我们提供具体策略,将反叙事和被压制的知识注入存在沉默或权威存在的课程中。总体而言,本文旨在呼吁教育工作者正面应对,

更新日期:2019-10-09
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