Literaturnachweis - Detailanzeige
| Autor/inn/en | Jacobson, Rebecca; Bialka, Christa S. |
|---|---|
| Titel | Identifying Factors That Promote or Inhibit Disability-Related Discussion in Secondary English Language Arts Classrooms |
| Quelle | In: English in Education, 57 (2023) 3, S.219-236 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0425-0494 |
| DOI | 10.1080/04250494.2023.2218879 |
| Schlagwörter | English Instruction; Language Arts; Attitudes toward Disabilities; Discussion (Teaching Technique); Affordances; Barriers; Curriculum; Institutional Characteristics; School Culture; Individual Characteristics; English Teachers; Social Bias; Social Justice; Course Content; Secondary School Teachers |
| Abstract | Although disabled people encounter discrimination in almost every facet of life -- such as employment, housing, education, healthcare, and transportation -- disability is often missing from conversations regarding social justice. Disability-related discussion (DRD) in English Language Arts (ELA) offers an inroad to having students view disability through a social justice lens. This exploratory, qualitative study examines the factors that influence 13 secondary (6-12) ELA teachers' decisions to lead (or refrain from leading) DRD in classrooms in the United States. Findings reveal that primary factors that helped or hindered DRD included the role of subject/curriculum, school and classroom culture, and personal factors. Participants also expressed a desire for professional development related to DRD, as well as increased curricular representation within ELA. This study represents a critical first step in solidifying disability as a component of social justice by identifying factors that secondary ELA teachers encounter when attempting to discuss disability in their classrooms. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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