A comparative analysis of the cultural representation of disability in school textbooks in Iran and England

Hodkinson, Alan (2018) A comparative analysis of the cultural representation of disability in school textbooks in Iran and England. Education 3-13, 46 (1). pp. 27-36. ISSN 0300-4279 (Print), 1475-7575 (Online)

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Abstract

The paper details the findings of a study which focused on the analysis of the cultural representation of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3-13. The paper suggests that in such examinations school textbooks might be of significance in familiarizing non-disabled pupils, teachers and authorities with the issues related to disability and disabled pupils.

Item Type: Article
Additional Information and Comments: This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 11th April 2016, available online: http://www.tandfonline.com/doi/full/10.1080/03004279.2016.1168861
Keywords: Disability, empowerment, cultural analysis, Iran, England, school textbooks
Faculty / Department: Faculty of Education > Disability and Education
Depositing User: Alan Hodkinson
Date Deposited: 21 Feb 2018 09:37
Last Modified: 21 Feb 2018 09:37
URI: http://hira.hope.ac.uk/id/eprint/2371

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