Adam, Adam, Adam, and Adam: The Cultural Construction of a Learning Disability

McDermott, Ray; Varenne, Hervé

doi:10.4324/9780429497056-2

Cited by 16 publications

(18 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hence, we look to investigate the secondary disability (Gindis, 1999) believing that it is not solely Kristina's innate being but also cultural notions of disability, the structure of schools into tracks, and the design of this tutoring program, which influence what we believe to be disability. Our aim is to uncover the everyday complicated and sometimes messy work that cultural and social constructs do as they relate to ability (McDermott, Goldman, & Varenne, 2006;McDermott & Varenne, 1999). We by no means believe that race, socioeconomic status, and culture are absent or unimportant from the data we present; however, we focus here on ability because our objective in this article is to highlight the subtle ways in which conceptions of ability influence action (Collins, 2011).…”

Section: Disability Studies In Educationmentioning

confidence: 93%

What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program

McCloskey

Cann

2013

Mentoring & Tutoring: Partnership in Learning

View full text Add to dashboard Cite

In this qualitative case study, we used the framework of positioning to show how college-age tutors and their middle school tutees interact in an afterschool tutoring setting with regard to ability. The authors show how educational tracking and understandings of disability permeated tutoring spaces and influence tutors' instructional decisions. Even though the tutors' participation in this program was framed as an act of social justice, the tutors do not feel empowered to use a critical lens when discussing tracking and/or disability because, as the authors posit, the framing of the college students as role models and these middle school students as "needy" prohibits conversations that do not have easy answers.It is 2:45 on a Wednesday afternoon, and the windowless basement cafeteria fills with both middle school and college students. Students mill about chatting with school friends while eating afternoon snacks. These two groups of students have gathered to be a part of a free tutoring program offered by the local college at this nearby middle school. They socialize in separate groups, sneaking glances at one another when the director of the tutoring program calls for their attention. Names are called and pairs and trios are formed. The director gives out room assignments, and backpacks are slung over shoulders as the students move upstairs to work in classrooms. We look at our paperwork to figure out from whom we have consent forms and try to locate those students. We had planned everything out beforehand, but as is usually the case, things had changed and the program director and his assistants made last minute decisions on the spot. We cross off, double check and add names to columns. We find the groups that contain people who have all consented to participate in this study, describe how to work the digital recorder, ask if they have any questions, push play, and walk away.

show abstract

Section: Disability Studies In Educationmentioning

confidence: 93%

What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program

McCloskey

Cann

2013

Mentoring & Tutoring: Partnership in Learning

View full text Add to dashboard Cite

show abstract

“…However, some critical special educators see the possibilities of change and the desire for transforming a system from one that creates more failures than prevents them (McDermott & Varenne, 1998).…”

Section: Downloaded By [Umeå University Library] At 11:14 19 Novembermentioning

confidence: 99%

Who “Owns” Dis/ability? The Cultural Work of Critical Special Educators as Insider–Outsiders

Connor

2013

Theory & Research in Social Education

View full text Add to dashboard Cite

“…For analytic purposes, I discuss these layers of context independent of one another; in the final discussion section, I draw connections between classroom reading practices and policies and practices across broader institutional contexts. Thus, this theoretical approach guided an analysis into the dialectical relationship between policies, practices, resources, and beliefs about the extent to which what "counts" as reading affected ELLs' reading potential (Coburn, 2006;McDermott & Varenne, 1999;Olson, 2007;Roth & Lee, 2007;Smith, 2004).…”

mentioning

confidence: 99%

English‐Language Learners' Reading Achievement: Dialectical Relationships Between Policy and Practices in Meaning‐Making Opportunities

Pacheco

2010

Reading Research Quarterly

View full text Add to dashboard Cite

This case study of reading activity in third‐grade bilingual classrooms at a state‐sanctioned “successful” school examines the influences of the California accountability framework—Proposition 227, No Child Left Behind, and the federal Reading First program—on shifting beliefs and practices around what “counts” as reading. The researcher utilized cultural‐historical theoretical perspectives on the socioculturally mediated nature of teaching and learning to examine the joint construction of reading activity as well as account for the institutional constraints within which teachers and their students accomplished this work. Specifically, she employed participant observations and video recordings of Spanish and English language arts instructional periods, in‐depth teacher and administrator interviews, a collection of student work samples, and a collection of relevant school and district documents to examine the mediation of reading activity across school, district, state, and federal policy contexts. To examine the dialectical relationship between policy and practice, she analyzes two bilingual classrooms in depth through heuristic tools that illuminate how particular discourse patterns and participation structures align broadly with policy‐sanctioned notions of what counts as reading. Analyses of narrative texts and transcripts illustrate that this alignment had implications for English‐language learners' meaning‐making opportunities. This analysis contributes a theoretical conceptualization of reading activity as implicated in the dialectical relationships between policies, practices, resources, and beliefs around what counts as reading across institutional contexts and how these processes affect English‐language learners' reading potential. [Note: The author discusses the research presented in this article in a podcast from the “Voice of Literacy”: http://www.voiceofliteracy.org/posts/41204.] تفحص هذه الحالة الدراسية لأنشطة القراءة في غرف الصف الثالث ذات الثنائية اللغوية في مدرسة ناجحة متعمدة من الولاية تأثيرات إطار كاليفونيا المحاسبي— عرض مشروع 227 وقانون عدم ترك أي طفل دون تعليم وبرنامج القراءة الأولى الفدرالي—على الاعتقادات والممارسات المتبدلة بشأن ماذا تُعتَبر القراءة. واستخدمت الباحثة مناظر نظرية ثقافية‐تاريخية حيال طبيعة التعليم والتعلم وسيطها الثقافة الاجتماعية لفحص البناء المشترك لنشاط القراءة كما بحثت عن التقيدات المؤسسية التي أنجز فيها المعلمون وطلابهم هذا العمل. وعلى وجه الخصوص استخدمت ملاحظات المشاركين وتسجيلات فيديو للدروس التعليمية في لغتي الفنون الإنكليزية والإسبانية ومقابلات المدير والمعلم المعمقة ومجموعة من عينات أعمال الطلاب ومجموعة من وثائق المقاطع والمدارس المعنية لفحص وساطة أنشطة القراءة عبر سياقات سياسة المدرسة والمقاطع والولاية والدولة. ومن أجل فحص العلاقة التناقضية بين السياسة والممارسة فهي حللت صفين ثنائي اللغة بشكل عميق من خلال الأدوات المساعدة على الكشف التي تسلط الضوء على كيفية أنماط معينة من الخطاب وأنظمة المشاركة تناسق بشكل عام مفاهيم السياسة المعتمدة لما تُعتبَر القراءة. تبين تحاليل النصوص المحكية ونسخها أن هذا التناسق لديها معاني متضمنة لدارسي اللغة الإنكليزية فيما يتعلق ب...

show abstract

Adam, Adam, Adam, and Adam: The Cultural Construction of a Learning Disability

Cited by 16 publications

References 0 publications

What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program

What a Difference a Label Makes: Positioning and Response in an Afterschool Tutoring Program

Who “Owns” Dis/ability? The Cultural Work of Critical Special Educators as Insider–Outsiders

English‐Language Learners' Reading Achievement: Dialectical Relationships Between Policy and Practices in Meaning‐Making Opportunities

Contact Info

Product

Resources

About