Learning to take the world seriously: An ethnographic study of the management of knowledge in a special school for children with intellectual disabilities

Ian Jeffreys

Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

Crynodeb

This article reports on an ethnographic and sociological study of the curriculum inside a special school for students with severe intellectual disabilities in the UK. There are few such studies since it is the routing of children into the special education system that has been sociologically captivating. Bernstein's analytical approach to the study of curricula is proposed as useful since it draws attention to the structure of the curriculum and is less concerned with assumptions about its content. It also highlights the social messages that are embedded within the curriculum. The data suggest that two codes were in operation within the curriculum. The first was designed to draw the out-of-school experiences of students into the classroom for greater scrutiny. The second involved the strict regulation of 'dangerous' knowledge, that is sexual knowledge. The implications of the findings are discussed in relation to curriculum development, self-identity and the strength and nature of social boundaries.
Iaith wreiddiolSaesneg
Tudalennau (o-i)221 - 238
Nifer y tudalennau17
CyfnodolynJournal of Intellectual Disabilities
Cyfrol13
Rhif cyhoeddi3
Dynodwyr Gwrthrych Digidol (DOIs)
StatwsCyhoeddwyd - 1 Ion 2009

Ôl bys

Gweld gwybodaeth am bynciau ymchwil 'Learning to take the world seriously: An ethnographic study of the management of knowledge in a special school for children with intellectual disabilities'. Gyda’i gilydd, maen nhw’n ffurfio ôl bys unigryw.

Dyfynnu hyn