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Curriculum Inquiry Volume 32, 2002 - Issue 2
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Article

Some Conceptual Problems with Critical Pedagogy

Susan GabelNational College of Education, National-Louis University Chicago, Illinois, USA
Pages 177-201 | Published online: 12 Jan 2015

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Federico R. Waitoller, Rebecca Woodard, Arthi Rao & Veronica Kang. (2023) Untangling ideologies of disablement: the perils of the (in)visibility of dis/ability in urban teacher education programs. International Journal of Qualitative Studies in Education 36:2, pages 152-172.
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Adam Aloi & Christa S. Bialka. (2022) Unearthing and addressing bias: understanding the connection between teacher dispositions and disproportionality. Disability & Society 0:0, pages 1-22.
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Patricia Martínez-Álvarez. (2020) Essential constructs in the preparation of inclusive bilingual education teachers: Mediation, agency, and collectivity. Bilingual Research Journal 43:3, pages 304-322.
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Karamjeet K. Dhillon, Erin E. Centeio & Suzanna Dillon. (2020) Drumming and dancing: creative movement for Convention refugee youth in a physical activity space. Sport, Education and Society 25:3, pages 318-331.
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Kathleen Mortier. (2020) Communities of Practice: a Conceptual Framework for Inclusion of Students with Significant Disabilities. International Journal of Inclusive Education 24:3, pages 329-340.
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Kelly P. Vaughan & Gia Super. (2019) Theory, practice, and perspectives: Disability Studies and parenting children with disabilities. Disability & Society 34:7-8, pages 1102-1124.
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Srikala Naraian. (2019) Precarious, debilitated and ordinary: Rethinking (in)capacity for inclusion. Curriculum Inquiry 49:4, pages 464-484.
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Katrine Giæver & Liz Jones. (2017) Hannah Arendt and Norwegian Muslim children’s schooling: in pursuit of democratic practices. International Journal of Inclusive Education 21:6, pages 637-649.
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Jonathan Vincent, Megan Potts, Daniel Fletcher, Simon Hodges, Jenny Howells, Alex Mitchell, Brett Mallon & Thomas Ledger. (2017) ‘I think autism is like running on Windows while everyone else is a Mac’: using a participatory action research approach with students on the autistic spectrum to rearticulate autism and the lived experience of university. Educational Action Research 25:2, pages 300-315.
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Sarah Oxford & Ramón Spaaij. (2017) Critical pedagogy and power relations in sport for development and peace: lessons from Colombia. Third World Thematics: A TWQ Journal 2:1, pages 102-116.
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Anastasia Liasidou & Androniki Antoniou. (2015) Head teachers’ leadership for social justice and inclusion. School Leadership & Management 35:4, pages 347-364.
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Anat Greenstein. (2015) Disability and teaching. Disability & Society 30:2, pages 312-314.
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Angharad E. Beckett. (2015) Anti-oppressive pedagogy and disability: possibilities and challenges. Scandinavian Journal of Disability Research 17:1, pages 76-94.
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Anastasia Liasidou & Cathy Svensson. (2014) Educating leaders for social justice: the case of special educational needs co-ordinators. International Journal of Inclusive Education 18:8, pages 783-797.
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Anat Greenstein. (2014) Is this inclusion? Lessons from a very ‘special’ unit. International Journal of Inclusive Education 18:4, pages 379-391.
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S. Anthony Thompson. (2012) Thrice disabling disability: enabling inclusive, socially just teacher education. International Journal of Inclusive Education 16:1, pages 99-117.
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SusanL. Gabel. (2011) Politics of silence or politics of hope?. International Journal of Inclusive Education 15:2, pages 281-284.
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Dan Goodley & Katherine Runswick‐Cole. (2011) Problematising policy: conceptions of ‘child’, ‘disabled’ and ‘parents’ in social policy in England. International Journal of Inclusive Education 15:1, pages 71-85.
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Alison Wilde & Elias Avramidis. (2011) Mixed feelings: towards a continuum of inclusive pedagogies. Education 3-13 39:1, pages 83-101.
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Jan McArthur. (2010) Achieving social justice within and through higher education: the challenge for critical pedagogy. Teaching in Higher Education 15:5, pages 493-504.
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FionaA.Kumari Campbell. (2009) Having a career in disability studies without even becoming disabled! The strains of the disabled teaching body. International Journal of Inclusive Education 13:7, pages 713-725.
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Dan Goodley & Griet Roets. (2008) The (be)comings and goings of ‘developmental disabilities’: the cultural politics of ‘impairment’. Discourse: Studies in the Cultural Politics of Education 29:2, pages 239-255.
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Robyne Garrett & Alison Wrench. (2008) Connections, pedagogy and alternative possibilities in primary physical education. Sport, Education and Society 13:1, pages 39-60.
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John Canning. (2007) Pedagogy as a discipline: emergence, sustainability and professionalisation. Teaching in Higher Education 12:3, pages 393-403.
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Dan Goodley. (2007) Towards socially just pedagogies: Deleuzoguattarian critical disability studies. International Journal of Inclusive Education 11:3, pages 317-334.
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RobertC. Anderson. (2006) Teaching (with) Disability: Pedagogies of Lived Experience. Review of Education, Pedagogy, and Cultural Studies 28:3-4, pages 367-379.
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Peter Petocz & Anna Reid. (2005) Rethinking the tertiary mathematics curriculum. Cambridge Journal of Education 35:1, pages 89-106.
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JuliaR. Johnson. (2004) Universal Instructional Design and Critical (Communication) Pedagogy: Strategies for Voice, Inclusion, and Social Justice/Change. Equity & Excellence in Education 37:2, pages 145-153.
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Francis Stewart & Laura Way. (2023) Beyond boundaries? Disability, DIY and punk pedagogies. Research in Education 115:1, pages 11-28.
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Basem O. S. Al-hawamdeh & Sohaib Alam. (2022) Praxis and Effectiveness of Pedagogy during Pandemic: An Investigation of Learners’ Perspective. Education Research International 2022, pages 1-9.
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Garo Saraydarian. 2022. The Palgrave Handbook of Educational Thinkers. The Palgrave Handbook of Educational Thinkers 1 15 .
Sylvia Mac. 2021. Neoliberalism and Inclusive Education. Neoliberalism and Inclusive Education 119 142 .
Darya Shalimo & John P. Portelli. 2021. Reconceptualizing Quality in Early Childhood Education, Care and Development. Reconceptualizing Quality in Early Childhood Education, Care and Development 25 61 .
Bernardo Pohl. 2020. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education. Cross-Disciplinary, Cross-Institutional Collaboration in Teacher Education 113 133 .
Monica C. Kleekamp & Angie Zapata. (2018) Interrogating Depictions of Disability in Children's Picturebooks. The Reading Teacher 72:5, pages 589-597.
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Itay Snir & Yuval Eylon. (2016) Pedagogy of non-domination: Neo-republican political theory and critical education. Policy Futures in Education 14:6, pages 759-774.
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Anat Greenstein. (2014) Today's learning objective is to have a party: playing research with students in a secondary school special needs unit. Journal of Research in Special Educational Needs 14:2, pages 71-81.
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Bernardo Pohl. 2014. Community Education for Social Justice. Community Education for Social Justice 53 59 .
Leigh N Wood, Peter Petocz & Anna ReidLeigh N. Wood, Peter Petocz & Anna Reid. 2012. Becoming a Mathematician. Becoming a Mathematician 127 146 .
Robyne Garrett. (2016) Critical storytelling as a teaching strategy in physical education teacher education. European Physical Education Review 12:3, pages 339-360.
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Susan Gabel. (2005) Social Construction, Mental Retardation, and the Stories People Tell: An Essay and Review of The Social Construction of Intellectual Disability . Mental Retardation 43:4, pages 299-306.
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