Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula

Datos Bibliográficos

ID12010239
AutoresJessica Bacon (0000-0003-4543-7209, Montclair State University, autor de correspondencia), Priya Lalvani (0000-0003-1670-1867, Montclair State University)
Año2019
Volumen49
Número4
Páginas387-404
Fecha de publicación2019-08-08
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCurriculum Inquiry (JOURNAL)
Identificadores de la revistaISSN: 0362-6784 • E-ISSN: 1467-873X
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/03626784.2019.1656990
OpenAlexW2979845429
IdiomaEN
Citas recibidas11
Referencias citadas30

Dominant stories, as upheld through K-12 curricula, are influential in reproducing systems of power and privilege in schools and society. In this article, we suggest that stories of people with disabilities are either missing in K-12 curricula, or told in ways that are highly ableist. We use discourse theory as a frame for considering the role of curricula in reproducing power/knowledge in schools, and promote critical pedagogy as a tool for teaching students to recognize and disrupt the ableism inherent in dominant educational discourses. We provide concrete strategies for infusing counter-narratives and subjugated knowledges into the curriculum where silences or authoritative presences exist. Overall, this article is a call to educators to tackle, head-on, ableist discourse in the curriculum with a goal of promoting liberatory knowledges about disability in schools

Ableism · Critical theory · Curriculum · Disability studies · Epistemology · Ethnography · Literature · Narrative · Pedagogy · Political science · Power (physics · Power structure · Privilege (computing · Sociology · Educator Training and Historical Pedagogy · Gender Studies · Law · Literacy, Media, and Education · Teacher Education and Leadership Studies