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February
17, 2009 (class #5)
Class outline:
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Announcements, questions, and quandaries:
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Interactive presentation: Positivism, interpretivism, and critical theory. |
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Small group activity:
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Quick write: What are some ways in which an individual's social characteristics (i.e. social class, gender, age, language background, and/or ethnicity) might interact with his/her physical, intellectual, and/or psychological characteristics to produce a greater or lesser disability? |
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Interactive presentation: introducing/defining critical theory and exploring how this interacts with notions about the social construction of disability |
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minute paper |
Overheads:
Handouts:
Analysis
grid for There's Something about Mary
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| 1.) | How could you put into your own words the different perspectives on the "nature of reality?" |
| 2.) | How could you put into your own words the different perspectives on the "nature of society?" |
| 3.) | Mercer presents 7 models of disability. Identify a situation or two for each model, where you think that perspective was operating (i.e. what model is operating when the diagnostician engages in particular practices). |
| 4.) | Mercer does not identify any model within the "interpretive-conflict" quadrant. What types of practices do you think might come out of that perspective? |
| 5.) | Now that you've read this article:
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| 1.) | What do you understand critical theory is? |
| 2.) | What is the difference between productive and directive knowledges and what is their relationship with micro and macro objectives? |
| 3.) | According to McLaren, what does it mean if something is socially constructed? How would his definition of knowledge as a social construction apply to the notion of disability as a social construction? |
| 4.) | What is the difference between technical, practical, and emancipatory knowledges? |
| 5.) | What is hegemony and how do you think it relates to what we will study in this course? |
| 6.) | Now that you've read this chapter:
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* To view PDF documents, such as the readings on reserve, you must have Adobe Acrobat Reader. Click here to download a free copy of Adobe Acrobat Reader
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Website Links:
Recommended
Related Books
Ferguson, P. M.,
Ferguson, D. L., & Taylor, S. J. (Eds.). (1992). Interpreting disability:
A qualitative reader. New York: Teachers College Press.
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Goode, D. (1994).
A
world without words: The social construction of children born deaf and
blind. Philadelphia, PA: Temple University Press.
Readings from
the recommended readings:
Artiles, A. J. (1998).
The dilemma of difference: Enriching the disproportionality discourse with
theory and context. The Journal of Special Education, 32(1), 32-36.
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Danforth, S. (1995).
Toward a critical theory approach to lives considered emotionally disturbed.
Behavioral
Disorders, 20(2), 136-143.
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Patton, J. M. (1998).
The disproportionate representation of African Americans in special education:
Looking behind the curtain for understanding and solutions. The Journal
of Special Education, 32(1), 25-31.
Recommended Related
Books
Ferguson, P. M.,
Ferguson, D. L., & Taylor, S. J. (Eds.). (1992). Interpreting disability:
A qualitative reader. New York: Teachers College Press.
.
Goode, D. (1994).
A world without words: The social construction of children born deaf and
blind. Philadelphia, PA: Temple University Press.
Readings from
the recommended readings:
Delgado-Gaitan,
C., & Trueba, H. (1991). Crossing cultural borders: Education for
immigrant families in America. London: The Falmer Press. -- chapter
1 on reserve
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Harry, B. (1992).
Cultural
diversity, families, and the special education system: Communication and
empowerment. New York: Teachers College Press. -- chapter 1 on reserve
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Poplin, M. S. (1987).
Self-imposed blindness: The scientific method in education. Remedial
and Special Education, 8(6), 31-37.
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Trueba, H., Jacobs,
L., & Kirton, E. (1990). Cultural conflict and adaptation: The case
of Hmong children in American society. New York: The Falmer Press.
.Chapter
1 on reserve
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Last
updated: February 6, 2009
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