The Cultural Production of the “Disabled” Person: Constructing Difference in Bhutanese Schools.
The Himalayan country of Bhutan has witnessed monumental social and cultural changes in only the last fifty years with the implementation and institutionalization of mass secular schooling. This “modern” schooling has also served to newly sort, produce, and construct “disabled” persons. Through a ye...
| Publicado en: | Anthropology & Education Quarterly Vol. 49; no. 2; pp. 183 - 201 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jun2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=129512073&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 129512073 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01617761 AEQ jtl: Anthropology & Education Quarterly issn: 01617761 maglogo: Y pubinfo: dt: Jun2018 vid: 49 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 129512073 10.1111/aeq.12244 ppf: 183 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 193KB tig: atl: The Cultural Production of the “Disabled” Person: Constructing Difference in Bhutanese Schools. aug: au: Schuelka, Matthew affil: University of Birmingham su: Bhutan Social change Social history Cultural production theory (Education) Education of people with disabilities Educational programs sug: subj: Social change Social history Bhutan Cultural production theory (Education) Education of people with disabilities Educational programs keyword: cultural production disability education cultural production disability education ab: The Himalayan country of Bhutan has witnessed monumental social and cultural changes in only the last fifty years with the implementation and institutionalization of mass secular schooling. This “modern” schooling has also served to newly sort, produce, and construct “disabled” persons. Through a year of ethnographic fieldwork, I explored this construction of disability through the institution of schooling and have organized these observations into four forms: physical, pedagogical, curricular, and linguistic. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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