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Anti-oppressive pedagogy and disability: possibilities and challenges Cover

Anti-oppressive pedagogy and disability: possibilities and challenges

Scandinavian Journal of Disability Research

Volume 17 (2015): Issue 1

By: Angharad E. Beckett

Open Access

|Sep 2015

Abstract

This article connects theories of ‘anti-oppressive education’ with Disability Studies perspectives. It outlines and critically analyses a typology of three possible pedagogies for teaching about disability as a form of oppression and disrupting the relations in which disability resides. This typology is employed to examine the approach UK schools are currently recommended to take to teaching about disability. It is concluded that UK schools are being advised to take an approach that whilst at best benign is insufficiently radical. The article explores the potential of and for more ‘radical’ approaches, opening up new avenues for a transformative ‘post-Critical Pedagogy’ that seeks to unshackle the possibilities for what a life can be/do and where a life might go.

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Articles in this issue

DOI: https://doi.org/10.1080/15017419.2013.835278 | Journal eISSN: 1745-3011

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Language: English

Page range: 76 - 94

Submitted on: Apr 15, 2013

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Accepted on: Aug 6, 2013

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Published on: Sep 1, 2015

Published by: Stockholm University Press

In partnership with: Paradigm Publishing Services

Keywords:

anti-oppressive,

© 2015 Angharad E. Beckett, published by Stockholm University Press
This work is licensed under the Creative Commons Attribution 4.0 License.

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