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2018
Volume 114, Issue 4
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

Teaching disability identity, history, and culture in ELA classrooms has the potential to combat ableism and create authentic classroom communities of acceptance, love, and joy.

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/content/journals/10.58680/ej20251144115
2025-03-01
2026-06-12
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References

  1. Bacon J. K., & Lalvani P. (2019) Dominant narratives, subjugated knowledges, and the righting of the story of disability in K–12 curricula. Curriculum Inquiry, 49(4), 387–404. https://doi.org/10.1080/03626784.2019.1656990
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  2. Fries K. (2017, November 1). The Fries test: On disability representation in our culture. Medium. https://medium.com/@kennyfries/the-fries-test-ondisability-representation-in-ourculture-9d1bad72cc00
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  3. Piepzna-Samarasinha L. L. (2018) Care work: Dreaming disability justice. Arsenal Pulp Press.
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  4. Sins Invalid (2019) Skin, tooth, and bone: The basis of movement is our people (2nd ed.). Dancers’ Group. https://www.flipcause.com/secure/reward_step2/OTMxNQ==/65827
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  5. United Nations Educational, Scientific and Cultural Organization (2021) Violence and bullying in educational settings: The experience of children and young people with disabilities. https://unesdoc.unesco.org/ark:/48223/pf00 00378061?posInSet=1&queryId=66d5f7f9-94e2-4253-9cc9-eba3d7b7ee8a
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  • Article Type: Research Article
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