基督主义和抵制回归正常的呼吁

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Curriculum Inquiry Pub Date : 2022-07-01 DOI:10.1080/03626784.2022.2089005
Maria Karmiris
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引用次数: 0

摘要

摘要本文的目的是运用蹩脚理论对基础教育回归常态的呼声进行批判性分析。我试图质疑Covid-19如何强化了对常态的倾向,我想问的是,常态去了哪里,要求回归常态的呼声如何揭示了学校包容的根本局限性。在本文的语境中,“正常”、“正常”和“规范”这些术语指的是神话般的白人、男性、健全的中产阶级、异性恋的形象,这些形象仍然占据着霸权地位,同时在批评性残疾研究中受到广泛的抵制、质疑和批评。通过crip理论和cripistemologies的应用,我在这篇文章中主张,我们需要回归到正常的持续努力,将残疾儿童和青少年排除在潜在的变革和必要的对话之外,即我们如何在目前对规范的新自由主义目标和目标的坚持之外追求包容性的概念化和制定。与其接受当前新自由主义迭代中的包容条件(即维持正常状态),我在本文中邀请教育工作者们来削弱对包容的呼吁,削弱对回归正常的呼吁。
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Cripistemologies and resisting the calls to return to normal
Abstract The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways Covid-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools. Uses of the terms normalcy, normal, and normative within the context of this article refer to the mythical white, male, able-bodied, middle-class, heteronormative figure that remains hegemonic as well as widely resisted, questioned, and critiqued within critical disability studies. Through the application of crip theory and cripistemologies, I contend in this article that calls to return to normally engage in a persistent effort to erase and exclude disabled children and youth from a potentially transformative and necessary conversation about how we might pursue conceptualizations and enactments of inclusion outside of its current adherence to normative neoliberal aims and objectives. Rather than accepting the conditions of inclusion (i.e., the sustaining of normalcy) in its current neoliberal iteration, in this article I invite educators to crip calls for inclusion and crip calls for a return to normal.
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来源期刊
Curriculum Inquiry
Curriculum Inquiry EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
17.60%
发文量
37
期刊介绍: Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.
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