Summary

• Objects (1 modified, 1 added, 0 removed)
  • Caselist.CitesClass[3]
  • Caselist.CitesClass[4]

Details

Caselist.CitesClass[3]

EntryDate

...	...	@@ -1,1 +1,1 @@
1		-2016-09-17 22:05:10.519
	1	+2016-09-17 22:05:10.0

Caselist.CitesClass[4]

Cites

...	...	@@ -1,0 +1,32 @@
	1	+====Critical pedagogy overlooks the ways in which disability locks the classroom door. Their assumptions about who can be taught in what way reflect a social conception of who should be taught echoed within the field of critical pedagogy.====
	2	+**Gabel 02** ~~Susan (US Rehabilitation Services Administration Institute on Rehabilitation Issues Scholar) "Some conceptual problems with critical pedagogy." Curriculum Inquiry 32.2 (2002): 177-201.~~
	3	+One certain result of the absence of disabled people from liberatory pedagogies is that liberatory
	4	+AND
	5	+a pedagogy of identity or self and its conflict with the material world.
	6	+
	7	+
	8	+====And the liberational pedagogy you advocate is based in the creation of a normative "voice" which is assumed to be normatively expressed. This erases differently abled student's abilities to engage within your pedagogy.====
	9	+**Gabel 02** ~~Susan (US Rehabilitation Services Administration Institute on Rehabilitation Issues Scholar) "Some conceptual problems with critical pedagogy." Curriculum Inquiry 32.2 (2002): 177-201.~~
	10	+Still another problem is found in the central metaphors of critical pedagogy. The metaphor
	11	+AND
	12	+write or talk or read or walk or use the bathroom without assistance?
	13	+
	14	+
	15	+====The impact is the demonization of the differently abled-this locks these students into their current position and undermines your goal of a cohesive movement for the liberation of all groups.====
	16	+**Gabel 02** ~~Susan (US Rehabilitation Services Administration Institute on Rehabilitation Issues Scholar) "Some conceptual problems with critical pedagogy." Curriculum Inquiry 32.2 (2002): 177-201.~~
	17	+Critical pedagogy is also limited by its implicit assumption about difference. Some critical discourses
	18	+AND
	19	+its theoretical and practical discourses? And if acceptable, under what circumstances?
	20	+
	21	+====The alternative is to embrace sick woman theory- We must redraw the classroom lines insofar as we erase them completely. Our alternative is an embrace of the student who is not allowed into the classroom-the protestor left unable to join the march.====
	22	+**Hedva 16 **~~Johanna. "Sick Woman Theory." Mask Magazine. N.p., Jan. 2016. Web. 27 Jan. 2016.~~
	23	+Sick Woman Theory is for those who are faced with their vulnerability and unbearable fragility
	24	+AND
	25	+that it is the world itself that is making and keeping us sick.
	26	+
	27	+
	28	+====Our criticism is key-only by exposing the flaws within their pedagogy can change occur.====
	29	+**Gabel 02** ~~Susan (US Rehabilitation Services Administration Institute on Rehabilitation Issues Scholar) "Some conceptual problems with critical pedagogy." Curriculum Inquiry 32.2 (2002): 177-201.~~
	30	+My goal has been to intentionally plot the discontinuity rather than to accept or reject
	31	+AND
	32	+diverse abilities and should ensure their inclusion in the theoretical debates about liberation.

EntryDate

...	...	@@ -1,0 +1,1 @@
	1	+2016-09-17 22:05:10.880

Judge

...	...	@@ -1,0 +1,1 @@
	1	+Chris Vincent

Opponent

...	...	@@ -1,0 +1,1 @@
	1	+Newark Science BA

ParentRound

...	...	@@ -1,0 +1,1 @@
	1	+4

Round

...	...	@@ -1,0 +1,1 @@
	1	+3

Team

...	...	@@ -1,0 +1,1 @@
	1	+Apple Valley Boals Neg

Title

...	...	@@ -1,0 +1,1 @@
	1	+0-Critical Pedagogy K

Tournament

...	...	@@ -1,0 +1,1 @@
	1	+Greenhill