Dominant narratives, subjugated knowledges, and the righting of the story of disability in K-12 curricula
Author:
Affiliation:
1. Department of Early Childhood, Elementary and Literacy Education, Montclair State University, New Jersey, USA
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/03626784.2019.1656990
Reference57 articles.
1. Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society
2. Disability Studies and the Inclusive Classroom
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