Understanding curriculum as normalizing text: disability studies meet curriculum theory
Understanding curriculum as normalizing text: disability studies meet curriculum theory
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将课程理解为规范化文本：残疾研究符合课程理论
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Nirmala Erevelles
中科院分区：
文献类型：
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作者：
Nirmala Erevelles
虽然课程研究中的后结构主义者已经研究了课程理论的许多背景，但他们对残疾保持沉默。这种沉默值得研究，特别是因为残疾研究在人文和社会科学中的重要性日益增加。我质疑课程理论中的后结构主义论点从残疾研究的认识论立场。我扩展了解构和重新解释文本的后结构主义项目，以检查从作为话语结构的正常性解释中得出的实质性含义。我提出以下问题：是什么样的历史、社会和经济条件造成了“残疾人”和“正常人”世界之间的距离和相互关系？这些条件如何阻止学者提供解放性的表现形式？教育工作者如何构建一个课程，可以产生对立的知识，这将有助于不仅是文本的可能性，而且也为所有学生的物质和社会转型？
Although post‐structuralists within curriculum studies have examined many contexts of curriculum theory, they have been silent on disability. This silence is worthy of study, especially because of the growing significance of disability studies in the humanities and the social sciences. I question post‐structuralist arguments in curriculum theory from the epistemological standpoint of disability studies. I extend the post‐structuralist project of deconstructing and reinterpreting text to examine the material implications derived from interpretations of normality as a discursive construction. I ask the following questions: What are the historical, social, and economic conditions that produce the distances and inter‐relationships that exist between the ‘disabled’ and the ‘normal’ world? How do these conditions prevent scholars from providing emancipatory representations of Otherness? How can educators construct a curriculum that can produce oppositional knowledges that will contribute to the possibility of not just textual but also material and social transformation for all students?