Please use this identifier to cite or link to this item:
Cripping School Curricula: 20 Ways to Re-Teach Disability
|885.pdf||181.77 kB||Adobe PDF||View/Open|
|884.docx||32.46 kB||Microsoft Word XML||View/Open|
|Title:||Cripping School Curricula: 20 Ways to Re-Teach Disability|
|Authors:||Connor, David J.|
disability studies in education
|Publisher:||University of Hawaii at Manoa -- Center on Disability Studies|
|Citation:||Connor, D. J. & Bejoian, L. (2007). Cripping School Curricula: 20 Ways to Re-Teach Disability. Review of Disability Studies: An International Journal, 3(3).|
|Series:||vol. 3, no. 3|
|Abstract:||As instructors of a graduate level course about using film to re-teach disability, we deliberately set out to “crip” typical school curricula from kindergarten through twelfth grade. Utilizing disability studies to open up alternative understandings and reconceptualizations of disability, we explored feature films and documentaries, juxtaposing them with commonplace texts and activities found in school curricula. In doing so, we sought to challenge any simplistic notions of disability and instead cultivate knowledge of a powerful, and largely misunderstood aspect of human experience. The article incorporates twenty suggestions to re-teach disability that arose from the course. These ideas provide educators and other individuals with a set of pedagogical tools and approaches to enrich, complicate, challenge, clarify, and above all, expand narrowly perceived and defined conceptions of disability found within the discourse of schooling.|
|Appears in Collections:||
RDS Volume 3, No. 3|
Please email firstname.lastname@example.org if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.