Titlebook: Disabled Children‘s Childhood Studies; Critical Approaches Tillie Curran,Katherine Runswick-Cole Book 2013 Palgrave Macmillan, a division

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書目名稱Disabled Children‘s Childhood Studies影響因子(影響力)




書目名稱Disabled Children‘s Childhood Studies影響因子(影響力)學(xué)科排名




書目名稱Disabled Children‘s Childhood Studies網(wǎng)絡(luò)公開度




書目名稱Disabled Children‘s Childhood Studies網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Disabled Children‘s Childhood Studies被引頻次




書目名稱Disabled Children‘s Childhood Studies被引頻次學(xué)科排名




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書目名稱Disabled Children‘s Childhood Studies年度引用學(xué)科排名




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書目名稱Disabled Children‘s Childhood Studies讀者反饋學(xué)科排名

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The Oppressive Power of Normalcy in the Lives of Disabled Children: Deploying History to Denaturalizn the context of race, Ruth Frankenberg (1993: 6) has observed that ‘[t]o speak of whiteness is […] to assign . a place in the relations of racism’. To problematize normalcy is thus to reframe ableism as an issue that concerns everyone.

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counts oppose the global imposition of problematic views of disability and childhood and instead, offer an open discussion of responsive and ethical research approaches.978-1-349-43555-5978-1-137-00822-0

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Remembering School in Different Historical Worlds: Changing Patterns of Education in the Lives of Dihe 1950 ., which stated: ‘No one shall be denied the right to education.’ This was followed by the . in 1989 and the 1994 Salamanca . (UNESCO, 1994), which called for the international community to adopt strategies and resources to enable disabled children and young people to be educated in mainstream schools.

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