Year: 2019
Type: article
Abstract: The Journal of Curriculum Theorizing has a rich history of publishing interdisciplinary articles that expand notions of curriculum theorizing while seeking to impact classroom practice. In this special edition, we invited scholars from the fields of Curriculum Studies and Disability Studies to present work about the curriculum of dis/ability. The scholars featured in this special edition have taken up the call in a variety of ways, including auto-ethnographical reflection, analysis of existing curricula, arts-based theorizing, and reflections on classroom interactions. Through these works, we offer not a prescriptive approach to infusing Disability Studies into Curriculum Studies (or vice-versa), but rather an invitation to our readers to theorize through intersectional and interdisciplinary lenses.
Source: Journal of Curriculum Theorizing
Authors: Jamie Buffington-Adams, Kelly P. Vaughan
Institutions: Indiana University East, Purdue University Northwest
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
Funder: Vanderbilt University
OpenAlex ID: W2952394745