From the "Science of Disease" to the "Understanding of Those Who Suffer": The Cultivation of an Interpretive Understanding of "Behaviour Problems" in Children
In this interpretive essay, I attempt to unconceal the problematic history at play in Special Education in Alberta today, with a focus on “behaviour students†or their norm-referenced disability status. A brief, but central, anecdote is used to help reveal some of the everyday problems that aris...
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| Formato: | article |
| Lenguaje: | EN |
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University of Calgary
2012
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| Acceso en línea: | https://doaj.org/article/acd7ab0846da41629bcff495e8b3284c |
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| Sumario: | In this interpretive essay, I attempt to unconceal the problematic history at play in Special Education in Alberta today, with a focus on “behaviour students†or their norm-referenced disability status. A brief, but central, anecdote is used to help reveal some of the everyday problems that arise in education because of the behavioural disability framing of students. I suggest that these problems are examples of Illich’s appropriated notions of iatrogenesis and counterproductivity. As an applied emancipatory action, I call upon Gadamer and Ricoeur to help me interpretively turn the common, everyday understanding of pathology and self in the context of others as possibilities for understanding “behaviour students†anew.
Keywords:
behaviour, coding, dignity, disorder, iatrogenesis, self-esteem, special education
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