Chapter 2: Problematizing the Binary: A Poststructural Understanding of Dis/Ability in Schools
U.S. public schools perpetuate harmful ability/disability binaries by viewing students with disabilities through a deficit lens requiring them to be "fixed" rather than questioning systemic structures. The authors propose integrating Disability Studies in Education (DSE) theory with Discursive Psychology (DP) methodology to analyze how everyday language practices in schools actively construct students as dis/abled. This synthesis enables new research questions focused on institutional discourse rather than individual pathology, revealing how talk in settings like IEP meetings organizes notions of "competent" and "incompetent" behavior. The framework aims to disrupt binary thinking and hierarchical power relationships embedded in school systems, ultimately guiding educators toward equity, inclusion, and rejecting medical deficit models.
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Chapter 1: Introducing Discursive Psychology as Methodology to Understand Disability
Chapter 2: Problematizing the Binary: A Poststructural Understanding of Dis/Ability in Schools
Chapter 3: Exploring the Rhetoric of ‘Burden’
Chapter 4: Negotiating (Dis)ability in the Context of Chronic Pain Rehabilitation: Challenges for Patients and Practitioners
Chapter 5: The Discursive Construction of Severe Dis/Ability in One School in the Southeastern United States
Chapter 6: It’s About Time - Constructing Dyslexia in Higher Education
Chapter 7: Formulating (Dis)Ability
Chapter 8: Intersections of Discursive Psychology and Disability Studies
Chapter 9: Using Discursive Psychology (DP) in Special Education & Mental Health
Chapter 10 - Engaging Disability Studies (DS) & Discursive Psychology (DP)
Links Between Different Types of Educatiuon
Important Aspects Of A Proper IEP
Parents Stake In The Creation of the IEP
Common Topics of Discussion When Constructing An IEP With Parent Instruction
Different terms used to describe The IEP- Phenomenon
Chapter 2: Problematizing the Binary: A Poststructural Understanding of Dis/Ability in Schools
Learn After
The Systematic Ways U.S. Schools Construct and Perpetuate Disability As Deficit
Poststructuralism and Disability Studies in Education Theories that Ground Critique
Discursive Psychology as the Analytical Tool for Studying Discourse Empirically
How DSE and DP Synthesis Creates New Analytical Possibilities
Disability Studies in Education (DSE) Framework
Intended Outcome for Schools and Students
Response to Reardon & Ivey (Chapter 2: Schools)