The Cultural Production of the “Disabled” Person: Constructing Difference in Bhutanese Schools
The Cultural Production of the “Disabled” Person: Constructing Difference in Bhutanese Schools
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“残疾人”的文化生产：在不丹学校中构建差异
DOI：
10.1111/aeq.12244
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发表时间：
2018
影响因子：
1.3
通讯作者：
Matthew J. Schuelka
中科院分区：
文献类型：
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作者：
Matthew J. Schuelka
喜马拉雅山脉国家不丹在过去五十年中见证了巨大的社会和文化变化，实施了大规模世俗学校教育并使之制度化。这种“现代”教育也有助于重新分类、生产和构建“残疾人”。通过一年的民族志实地考察，我探索了这种结构的残疾，通过学校教育，并将这些意见组织成四种形式：物理，教学，课程和语言。
The Himalayan country of Bhutan has witnessed monumental social and cultural changes in only the last fifty years with the implementation and institutionalization of mass secular schooling. This “modern” schooling has also served to newly sort, produce, and construct “disabled” persons. Through a year of ethnographic fieldwork, I explored this construction of disability through the institution of schooling and have organized these observations into four forms: physical, pedagogical, curricular, and linguistic.