Teachers with LD

Author:

Ferri Beth A.1,Connor David J.2,Solis Santiago3,Valle Jan4,Volpitta Donna3

Affiliation:

1. Department of Teaching and Leadership and in the Disability Studies Program in Cultural Foundations of Education at Syracuse University,

2. Teachers College, Columbia University

3. Learning Dis/Abilities Program at Teachers College, Columbia University

4. The City College of New York

Abstract

The purpose of this study is to examine how 4 teachers with learning disabilities (LD) negotiate multiple, complex, and sometimes contradictory discourses of disabilities in constructing their own understandings of LD. We chose to study teachers with LD because of their unique access to at least 3 different sources of knowledge about LD: (a) professional discourses on disability, (b) mainstream cultural messages about LD, and (c) insights gained from their own life experience. We drew on aspects of critical discourse analysis and narrative inquiry for this investigation. Our findings indicate that participants draw on these discourses and on their teaching experience in various and complex ways to construct meaning about LD. In some instances, participants use the dominant discourses; at other times, they work to subvert these meanings. Yet, paradoxically, whether speaking with or against these meanings, their voices are inescapably engaging with authoritative discourses and cultural scripts surrounding disability.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health(social science)

Reference61 articles.

1. Butler, J. (1991). Imitation and gender insubordination. In D. Fuss (Ed.), Inside/out: Lesbian theories, gay theories (pp. 13—31). New York : Routledge.

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