Disability as Metaphor: Examining the Conceptual Framing of Emotional Behavioral Disorder in American Public Education

Autor/in	Danforth, Scot
Titel	Disability as Metaphor: Examining the Conceptual Framing of Emotional Behavioral Disorder in American Public Education
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 42 (2007) 1, S.8-27 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Semantics; Figurative Language; Public Education; Public Schools; Psycholinguistics; Disabilities; Emotional Disturbances; Behavior Disorders + Suchen Sie Ihr Suchwort? Semantik; Öffentliche Erziehung; Public school; Öffentliche Schule; Psycholinguistik; Handicap; Behinderung; Gefühlsstörung
Abstract	A growing, interdisciplinary field of cognitive linguistics has developed in recent decades, bringing together research from many fields to explore the ways that metaphors provide structure and semantic content to thought and language. In this article, the American public school disability emotional/behavioral disorder (E/BD) is examined in regard to the primary metaphors that frame the basic concepts of the disorder. The metaphors of 2 versions of E/BD, psychodynamic and behavioral, are investigated. A series of critical questions about the E/BD construct are posed, and possibilities for new metaphors are proposed. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10