障害の視点から見た批判的教育学 : N. エレヴェレスの所論を中心に

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The aim of this paper is to examine the significance and disputes surrounding Nirmala Erevelles's arguments on Critical Pedagogy for Disability Studies. Her arguments consist of the following three matters. Firstly, she poses an urgent problem whereby the dualistic logic and segregation between able-bodied students and disabled students have a close connection with the unemployment and poverty among disabled adults according to the "correspondence principle" by Samuel Bowls and Herbert Gintis. Secondly, she focuses on Critical Pedagogy after the 90's was influenced by the impact of post structural theory and cultural studies, in particular Henry Giroux's "Border Pedagogy" to overcome the negative schooling=economical structure. Finally, she brought up the limitations and possibilities inherent in Critical Pedagogy after the 90's from the perspective of disability. Then, she reaches one radical possibility in disruptive and irrational voice of disabled students.
2011-03-10