Discourses of disability by teacher candidates: A critical discourse analysis of written responses to a disability simulation

dc.creator	Stamou, A. G.	en
dc.creator	Padeliadu, S.	en
dc.date.accessioned	2015-11-23T10:48:34Z
dc.date.available	2015-11-23T10:48:34Z
dc.date.issued	2009
dc.identifier	10.1111/j.1559-1816.2009.00449.x
dc.identifier.issn	219029
dc.identifier.uri	http://hdl.handle.net/11615/33363
dc.description.abstract	Despite the shift from traditional to progressive discourse among disability activists and social science academics, the former remains the dominant discourse of disability. In the present study, we examine how Greek teacher candidates, although being considerably exposed to a progressive discourse during their lectures, represent disability in the context of their disability simulations, which favor traditional discourse. The critical discourse analysis of their written accounts reveals that, in quantitative terms, teacher candidates represent disability by drawing upon both traditional and progressive discourses. Seen qualitatively, however, it appears that progressive discourse is a subjugated discourse, compared with the dominant traditional one. © 2009 Wiley Periodicals, Inc.	en
dc.source	Journal of Applied Social Psychology	en
dc.source.uri	http://www.scopus.com/inward/record.url?eid=2-s2.0-60949083487&partnerID=40&md5=77bf84b7cb6a42ec9bc0ef64e804af4b
dc.title	Discourses of disability by teacher candidates: A critical discourse analysis of written responses to a disability simulation	en
dc.type	journalArticle	en

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