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1.
ABSTRACT

Since the start of the AIDS epidemic, perhaps the majority of interventions to prevent HIV transmission, as well as numerous interventions to promote health and well‐being among people living with HTV disease, have assumed a relatively unproblematic relationship between pedagogy, identity and the anticipated outcomes of health promotion intervention. This paper reviews what has been learned from such initiatives in relation to dominant constructions of the epidemic, and argues for the need to take account of a diverse range of subject positions and identities in future interventions for prevention and care. It highlights a number of areas in which those working internationally in the sociology of education can make a more sustained contribution to the analysis of AIDS‐related cultural forms and identities, and to the development of more appropriate forms of pedagogy within health education and health promotion.  相似文献   

2.

his article highlights issues concerned with the nature of relationships between disabled students and their non-disabled peers in further education. An investigation of the relationships between disabled and non-disabled students is undertaken within a critical ethnographic framework. The interaction between students is located within a wider societal context, with a particular emphasis upon identifying the impact of oppressive social forces. Deaf students, and students with dyslexia are the particular focus of this article as a case study within a wider disability debate. The findings point to a lack of contact between disabled and non-disabled children in primary and secondary education as being an important factor in relationships between these two groups in tertiary education. A variation in experience is highlighted between the different colleges and also different Access programmes within the same institution, which raises questions about notions of fairness and equality within the Access system. Recommendations are made for the recruitment and induction of disabled and non-disabled students leading to a more integrated approach.  相似文献   

3.
ABSTRACT

The French special education system has been formed around two educational groups, according to the perception of the possibilities of schooling for disabled children and adolescents. One has been organized around learning difficulties, and concerns children and adolescents whose abnormality is produced by the school institution. The other was developed around re‐education, and the re‐education of disabled children refused admission by the schools. The 1970s witnessed the appearance of an indisputable official policy in favour of integration into schools, implemented through diverse and numerous private and public initiatives. This policy and these initiatives are being translated more and more clearly, in many respects, into reality, yet they come up against the prevailing ways of thinking on institutionalization of care and education of children said to be disabled. In particular, the persisting dichotomy between an educational approach which is focused on the management of learning difficulties in schools, and the education of children with disabilities rooted within a medical orientation, stressing ‘re‐education’ (the teaching of social skills to children) or ‘re‐adaptation’ (training of various sorts with the intention of improving employment prospects) continues to exert a strong influence on possible reforms.  相似文献   

4.
DETAILED INFORMATION about education and social services for disabled children and adults, with emphasis on the hearing impaired population is provided. Information is derived from an extensive series of interviews conducted with representatives of government, international agencies, and private sector organizations, as well as health professionals, educators, and disabled persons. A broad discussion of policy and health services follows an overview of demographic and historical background. Spain's leaders recognize the nation's dependence on human resources to affirm its place in the international community and understand that an educated citizenry ensures the preservation of democracy and functions as an instrument for social transformation. These insights have driven major changes in service delivery to the disabled, including a national project for the integration of disabled children into regular classrooms. The National Centre of Resources for Special Education (NCRSE) is responsible for overseeing the national integration project; provision of inservices to teachers and other professionals; development, adaptation and distribution of curricular materials designed to improve the learning process; adaptation of evaluation instruments for students with special educational needs; and promotion of research in the field of special education.  相似文献   

5.
ABSTRACT

Access to education has long been seen as a fundamental element of a developed country. Specifically, the relative availability and access to education by various constituent groups has been identified as an essential metric in educational evaluation. Yet, individuals with disabilities have been identified as being underrepresented within institutions of higher education, including the United States (U.S.) community college. Furthermore, scholars have also argued that discussion of disability remains on the margins of scholarship within academia. Therefore, this investigation employed qualitative methods by conducting a Critical Discourse Analysis of California Title 5 policies specific to disabled students. This was done in order to examine the sociopolitical space afforded to disabled students to navigate the institutional environment of the community college. Titchkosky’s (2011) 4 W Access framework provided the analytical frameworks for this investigation. Findings indicate that ideological constructs, inflexible funding models, and lack of integration shape access and opportunity negatively for disabled students in California community colleges.  相似文献   

6.
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7.
Abstract

Early schooling may influence the future academic results of students. In spite of this, there are very few studies providing evidence to demonstrate such an influence, with children under three being included in the notion of early schooling, as is the case in this study. We analyse the influence of this kind of education on the reading comprehension of fourth year primary students in Spain, on the basis of the data obtained from the Progress in International Reading Literacy Study (PIRLS) of 2011. Given the type of sampling used with PIRLS, with its hierarchical structure, we estimate multilevel educational production functions. The results obtained indicate that early schooling, as well as the socio-economic and cultural background of families, has a positive effect on students’ results in reading comprehension. These results support proposals for widening opportunities for receiving free education in early childhood, at least for socio-economically disadvantaged families, in order to compensate for the lack of early schooling received by their children and the consequent effects this has on their reading skills.  相似文献   

8.
ABSTRACT

This paper explores how notions of race, ethnicity, and blood are mobilized in educational texts in Hong Kong. It elaborates how civic identity is racialized as part of a nationalist education operating beneath the surface of expressed commitments to global citizenship, human rights, etc., in curriculum and textbooks. Many have commented on how cultural and ethnic ties are prioritized over political principles as bases for civic education in Asian societies. These cultural/ethnic bases should be critically examined, however, as they imply racial/ethnic exclusions. Examining how race, ethnicity, and blood are used to justify cultural framings of civic identity leads to questions about how education can be used to unify some, while alienating others from a sense of belonging and community. I argue that racialization of Hong Kong civic identity is not a happy solution for all members of society, and for more inclusive visions of identity in education.  相似文献   

9.
ABSTRACT

Identity construction for individuals with dyslexia is significantly moulded by their transition to and experiences within secondary education. This is an interview-based study with 20 participants living in England. Support-related school experiences, relationships with teachers, societal perceptions about the importance of literacy and academic achievement and the reactions of others around them are the core focus. The findings are theorised using symbolic interactionism, and this paper aims to extend Goffman’s notion of ‘spoiled identity’ into a more specialised term for children with Special Educational Needs, resulting in the alternative term ‘fractured academic identity’, the elements of which are developed throughout this paper from the experiences of learners with dyslexia. The findings revolve around identity development as result of academic experiences, and are mainly aimed at teachers, to inform their knowledge around identity issues and to also inform their practice.  相似文献   

10.
ABSTRACT

In this article we consider the rights of children and young people with special educational needs and disabilities in England, introduced under the Children and Families Act 2014, within the context of the wider reforms made by the Act. Drawing primarily on key informant interviews conducted as part of an ESRC project on Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1), and making reference to the international framework of children’s and disabled persons’ rights, we present an analysis of the (mostly professional) viewpoints gathered and what they tell us about the progress towards the realisation of children and young people’s autonomy and agency in this field.  相似文献   

11.
Abstract

Inspired by Hip-Hop pedagogy and the Krip-Hop movement, this paper aims to address the limits of inclusive education for disabled migrant students, by drawing on the community event “I am Hip-Hop” that took place in June 2019 in Italy. Through this community intervention, migrant and disabled migrant youth were provided a creative platform to reflect critically about their identity and journey. Ultimately, this paper offers teachers recommendations to anchor disabled migrant culture in educational practices.  相似文献   

12.
论特殊教育教师的作用和素质   总被引：1，自引：0，他引：1  
特殊教育体现了社会对残疾儿童的关怀,可满足残疾儿童的特殊教育需要。没有特殊教育的教师,残疾儿童的潜能和对社会的价值就很难体现。  相似文献   

13.
Abstract

The article reviews research in four areas: impact of integration on children's self‐concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non‐disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self‐evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration.  相似文献   

14.
ABSTRACT

Drawing on an ethnographic study conducted with young children (4–5 year olds) in a multi-ethnic Early Years classroom in the north of England this paper shows how young children’s discourses about skin colour are informed by intersections with their gender identities. This ethnography uncovers how young children engage with the related concepts of ‘race’/ethnicity, racialisation and racism in their peer interactions alongside how they appropriate ‘markers of difference’ to promote their own identity and ascribe an identity to their peers. By comparing the discourses collectively produced by two groups of children in the class this study argues that there is a need for whiteness to be educationally discoursed in a way that uncovers the violence of racism and exposes the cultural and political privileges of ‘being white.’  相似文献   

15.
《Africa Education Review》2013,10(1):123-139
Abstract

Globally, most children with disabilities are neglected by society. Research shows that the majority of the world's 450 million people with disabilities are found in developing countries (Sullivan and Knutson, 1998 and 2000). This study seeks to: (a) identify available programmes of education and policies that are aimed at helping children with disabilities in schools; (b) determine the nature of services that are available to disabled children in schools; and (c) determine some strategies that the government and society can use to help children with disabilities in Botswana schools. A qualitative, explorative and contextual research design was used for this research. Data were collected using a document analysis from the Revised National Policy of 1994, in which the Special Education Policy is set out; the Botswana Population Census of 1991; and the Botswana Centre for the Disabled News Letter of 1999. Researchers collected data from these documents by making detailed notes. The study found that there are too few schools, and inadequate facilities, for children with disabilities in Botswana.  相似文献   

16.
ABSTRACT

In this paper we argue that school toilets function as one civilising site [Elias, 1978. The Civilising Process. Oxford: Blackwell] in which children learn that disabled and queer bodies are out of place. This paper is the first to offer queer and crip perspectives on school toilets. The small body of existing school toilet literature generally works from a normative position which implicitly perpetuates dominant and oppressive ideals. We draw on data from Around the Toilet, a collaborative research project with queer, trans and disabled people (aroundthetoilet.wordpress.com) to critically interrogate this work. In doing this we consider ‘toilet training’ as a form of ‘civilisation’, that teaches lessons around identity, embodiment and ab/normal ways of being in the world. Furthermore, we show that ‘toilet training’ continues into adulthood, albeit in ways that are less easily identifiable than in the early years. We therefore call for a more critical, inclusive, and transformative approach to school toilet research.  相似文献   

17.
Abstract

Indigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed.  相似文献   

18.

We outline a theoretical view of narrative inquiry as both phenomenon and method, and we explore the growth and development of narrative inquiry in the field of education. Drawing on research with participants labeled as developmentally disabled, we show how narrative inquiry can illuminate how disability is understood and lived out in social, cultural, and institutional narratives that shaped the lived and told stories of individuals.  相似文献   

19.
Abstract

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education 2001). This article reports findings from a qualitative study which took place in KwaZulu-Natal (KZN), which ascertained participants’ evaluation of the extent to which the policy ideals of inclusive education, as articulated in White Paper 6 were being achieved. Findings revealed that there was evidence of inclusive education beginning to be implemented in KZN in that barriers to learning for many students were being addressed and removed. The specific provision in policy documents directed towards children with disabilities was behind schedule, however, and there was little evidence of full inclusion of students with disabilities in regular education. One component that was furthest behind in the milestones was the implementation of the information and advocacy programme. Implications and further consequences of this are discussed.  相似文献   

20.
ABSTRACT

In this paper, we consider the relationship between the human and disability; with specific focus on the lives of disabled children and young people. We begin with an analysis of the close relationship between ‘the disabled’ and ‘the freak’. We demonstrate that the historical markings of disability as object of curiosity and register of fear serve to render disabled children as non-human and monstrous. We then consider how the human has been constituted, particularly in the periods of modernity and the rise of capitalism, reliant upon the naming of disability as antithetical to all that counts as human. In order to find a place for disabled children in a social and cultural context that has historically denied their humanity and cast them as monstrous others, we develop the theoretical notion of the DisHuman: a bifurcated complex that allows us recognise their humanity whilst also celebrating the ways in which disabled children reframe what it means to be human. We suggest that the lives of disabled children and young people demand us to think in ways that affirm the inherent humanness in their lives but also allow us to consider their disruptive potential: this is our DisHuman child. We draw on our research projects to explore three sites where the DisHuman child emerges in moments where sameness and difference, monstrosity/disability and humanity are invoked simultaneously. We explore three locations – (i) DisDevelopment; (ii) DisFamily and (iii) DisSexuality – illuminating the ways in which the DisHuman child seeks nuanced, politicized and complicating forms of humanity.  相似文献   

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