Towards a Cultural Understanding of the Disability and Deaf Experience: Implications of a Content Analysis of Introductory Special and Multicultural Education Textbooks

Johnson, John R.; Nieto, Jesus

doi:10.1080/15210960701569641

Cited by 5 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, consistent with existing research (e.g. Johnson and Nieto, 2007), this study focuses on these more stereotypical portrayals of dis/ability. Though dis/ability is not always visible, and it can be argued that such an approach further invisibilizes those with "invisible disabilities" (see https://invisibledisabilities.org/), in initial cultural analyses of textbooks this approach is necessary to make issues of power, here ableism, visible (see Deckman et al, 2018).…”

Section: Understanding Dis/ability and Ableismsupporting

confidence: 62%

“…Social construction relies on markers that perpetuate the “masquerade” of dis/ability as “natural, fixed and obvious” (Sensoy and DiAngelo, 2017, p. 283) through visuals such as wheelchairs or hearing aids and textual excerpts that ascribe labels to individuals, like “learning disabled” (ADA, 2009, §12102). Thus, consistent with existing research (Johnson and Nieto, 2007), this study focuses on these more stereotypical portrayals of dis/ability. Though dis/ability is not always visible and it can be argued that such an approach further invisibilizes those with “invisible disabilities” (see https://invisibledisabilities.org/), in initial cultural analyzes of textbooks this approach is necessary to make issues of power, here ableism, visible (Deckman et al , 2018).…”

Section: Understanding Dis/ability and Ableismmentioning

confidence: 53%

“…An ongoing conversation in multicultural education regards meaningful inclusion of dis/ability in curricula, given the systemic and pervasive nature of ableism and how ableist ideology structures – or limits – educational opportunities (Bialka, 2017; Johnson and Nieto, 2007). Critical multicultural educators have argued that analyzing curricular materials for how they include and exclude groups, including how they portray dis/ability, can serve as a starting point for addressing injustice and bringing about transformation (Compton-Lilly et al , 2019).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

(Un)affirming assimilation: depictions of dis/ability in health textbooks

Deckman

Fulmer

Kirby³

et al. 2020

JME

View full text Add to dashboard Cite

Purpose In light of the systemic and pervasive nature of ableism and how ableist ideology structures – or limits – educational opportunities, this paper aims to contribute to the ongoing conversation within the field of multicultural education regarding how to meaningfully include dis/ability in K-12 curricula. Design/methodology/approach This paper explores how elementary and middle school health textbooks from two prominent publishers in the USA portray dis/ability through quantitative and qualitative content analysis methods of 1,468 images across texts. Findings Findings indicate that the majority of the textbook portrayals of dis/ability tacitly forward assimilationist ideals. Specifically, the textbooks assume and speak to a normatively-abled reader, pointing out those with dis/abilities as different from the reader. Additionally, mainstream or normative markers are provided as evidence of success and those with dis/abilities who have been successful as such are positioned as overcoming their limitations. Practical implications Such portrayals stifle the possibility of social transformation by reinforcing and privileging dominant, ableist views. Therefore, teachers are recommended to take steps that might counter such messages in curricular materials and teacher educators are called on to support these efforts. Originality/value This paper extends the tradition of curricular analysis as one of the first studies to examine the portrayals of dis/ability in US health textbooks and offer practical implications for educators.

show abstract

Section: Understanding Dis/ability and Ableismsupporting

confidence: 62%

Section: Understanding Dis/ability and Ableismmentioning

confidence: 53%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

(Un)affirming assimilation: depictions of dis/ability in health textbooks

Deckman

Fulmer

Kirby³

et al. 2020

JME

View full text Add to dashboard Cite

show abstract

“…The described study was replicated with 11 introductory textbooks to multicultural education (Johnson & Nieto, 2007b). Not surprisingly, the results indicated that less than 1% of the total pages of text reviewed addressed or mentioned Disability or Deaf culture.…”

Section: Disability and Deaf Culture In Special Education And Multicultural Educationmentioning

confidence: 79%

Toward a Cultural Perspective and Understanding of the Disability and Deaf Experience in Special and Multicultural Education

Johnson

McIntosh

2008

Remedial and Special Education

Self Cite

View full text Add to dashboard Cite

This position paper provides a rationale for infusing cultural perspectives and understandings of the Disability and Deaf experiences into special and multicultural education teacher preparation programs. Substantial evidence of well-established features of the Disability community and Deaf community that meet definitional criteria for culture as conveyed in the multicultural education literature is presented. The extent that Disability and Deaf cultures have been reflected in special and multicultural education textbooks is addressed to validate the need for the incorporation of cultural perspectives of Disability and Deaf experiences into teacher preparation programs. A conspicuous absence of discussion about the culture of Disability and Deafness from the perspectives of members of these communities is reported. Implications of these findings for teacher preparation programs and for educational policy, practice, and research are discussed. Recommendations for the acknowledgement and support of cultural perspectives and understandings related to the Disability and Deaf experiences are offered.

show abstract

“…It is interpreted as the serious instances of bigoted discrimination inside the society (Zutlevics, 2002). Under the banner of feminism and patriarchy, the theory of oppression perceives women as an embodiment of suppression; the female gender is discerned as the centre of exploitation in every term (Johnson, 2004). Noticeably, second wave of feminism observes the feminine protest against oppression by identifying it as one of the attributes of patriarchal society.…”

Section: Literature Reviewmentioning

confidence: 99%

An Insight Into the Postcolonial Feminism Using Abdullah’s Short Story “Ashes to Ashes and Dust to Dust”

Moin

Fatima²

2023

JASS

View full text Add to dashboard Cite

Postcolonial feminism is a collection of numerous ideologies aimed at explaining, initiating and preserving social, economical, political and legal rights of women in post-colonial settings. Many literary figures have put down their minds on paper to elaborate the themes of postcolonial feminism; Shaila Abdullah is one of those writers who have painted the miseries of feminine bodies in postcolonial milieu. This study concentrates on one of the short stories of Shaila entitled “ashes to ashes and dust to dust”, to explore the notions of oppression, power, hegemony and patriarchy through gender lens. Under the light of postcolonial feminism, the paper examines the protagonist of the story, ‘Dhool’ and investigates the relations and interactions between opposite genders to analyze impact of patriarchal society on the lives of feminine segments of society. The analysis depicts that the instances of patriarchy are universalized in the text, which dominate the physical and psychological state of the genders, specifically females. Through the demonstration of the courageous opposition of the character Dhool against patriarchy, the writer symbolizes the traces of feminism among postcolonial women. However, the overall journey of Dhool in the story validates the prominence of male power which makes her identity and physical presence devalued as well as makes her appearance not more than an object for men to fulfill their desires.

show abstract

Towards a Cultural Understanding of the Disability and Deaf Experience: Implications of a Content Analysis of Introductory Special and Multicultural Education Textbooks

Cited by 5 publications

References 15 publications

(Un)affirming assimilation: depictions of dis/ability in health textbooks

(Un)affirming assimilation: depictions of dis/ability in health textbooks

Toward a Cultural Perspective and Understanding of the Disability and Deaf Experience in Special and Multicultural Education

An Insight Into the Postcolonial Feminism Using Abdullah’s Short Story “Ashes to Ashes and Dust to Dust”

Contact Info

Product

Resources

About