Teaching Disability: Strategies for the Reconstitution of Disability Knowledge

Autor/inn/en	Garzón Díaz, Karim Del Rocío; Goodley, Dan
Titel	Teaching Disability: Strategies for the Reconstitution of Disability Knowledge
Quelle	In: International Journal of Inclusive Education, 25 (2021) 14, S.1577-1596 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodley, Dan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1640292
Schlagwörter	Allied Health Personnel; Allied Health Occupations Education; Social Bias; Attitudes toward Disabilities; Consciousness Raising; Teaching Methods; Social Attitudes; Stereotypes; Attitude Change; Critical Theory + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Social attidude; Soziale Einstellung; Klischee; Attitudinal change; Einstellungsänderung; Kritische Theorie
Abstract	As teachers of disability studies, working with students from the health and psychological sciences, we tackle some of our pedagogical challenges and offer productive possibilities. We begin by introducing the offerings of disability studies and then consider our first question: how might we invite disability into our teaching? We introduce a Spanish tale -- "Por cuatro esquinitas de nada" -- that, while aimed at children and not explicitly engaged with a disability, permits us to engage in inter-textual analyses of disability. We find that students move through different stages of what we term distinction, idealisation and invisibility/concealment. We then address our second question -- what does it mean to teach disability? We answer this with reference to the generative practices of two teaching methodologies: disposal and disavowal. We conclude the paper by considering the importance of generating critical theories of disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01