Revisiting the Stanford Prison Experiment from the Perspective of the Social Model of Disability: A Teaching Experience

Autor/in	Koca-Atabey, Müjde
Titel	Revisiting the Stanford Prison Experiment from the Perspective of the Social Model of Disability: A Teaching Experience
Quelle	In: Education as Change, 24 (2020), Artikel 5715 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koca-Atabey, Müjde)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Correctional Institutions; Institutionalized Persons; Social Psychology; Experiments; Disabilities; Foreign Countries; Attitudes toward Disabilities; Social Behavior; Higher Education; Interdisciplinary Approach; Inclusion; Undergraduate Students; Elective Courses; Turkey + Suchen Sie Ihr Suchwort? Jugendstrafvollzug; Sozialpsychologie; Erprobung; Handicap; Behinderung; Ausland; Social behaviour; Soziales Verhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Inklusion; Elective course; Wahlkurs; Türkei
Abstract	This article aims to revisit the Stanford Prison Experiment (SPE) from the perspective of disability studies. The SPE is an issue that inevitably comes to light while teaching Social Psychology and how it contributes to a different course titled Psychological, Social and Cultural Aspects of Disabilities. The SPE presents a pioneering piece of research within Social Psychology. Similarly, the social model has reformed the concept of disability. The SPE and further studies demonstrate the importance of social forces in shaping human behaviour; that is, they explore how good people might turn evil in particular circumstances. The social model of disability emphasises the role of social oppression in creating disability. As these two courses contribute to each other, it is discussed that an appropriate level of analysis within the discipline of psychology has much to contribute to the inherently interdisciplinary field of disability studies and vice versa. Interdisciplinary curriculums might be a step towards inclusive higher education. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01