Todd Stuart
Learning Disability Division, Faculty of Health, Sport and Science, University of Glamorgan, Pontypridd CF37 1DL,Wales, UK.
J Intellect Disabil. 2009 Sep;13(3):221-38. doi: 10.1177/1744629509348428.
This article reports on an ethnographic and sociological study of the curriculum inside a special school for students with severe intellectual disabilities in the UK. There are few such studies since it is the routing of children into the special education system that has been sociologically captivating. Bernstein's analytical approach to the study of curricula is proposed as useful since it draws attention to the structure of the curriculum and is less concerned with assumptions about its content. It also highlights the social messages that are embedded within the curriculum. The data suggest that two codes were in operation within the curriculum. The first was designed to draw the out-of-school experiences of students into the classroom for greater scrutiny. The second involved the strict regulation of 'dangerous' knowledge, that is sexual knowledge. The implications of findings are discussed in relation to curriculum development, self-identity and the strength and nature of social boundaries.
本文报道了一项对英国一所重度智障学生特殊学校课程的人种志和社会学研究。此类研究较少，因为从社会学角度来看，将儿童纳入特殊教育系统更具吸引力。有人提出伯恩斯坦对课程研究的分析方法很有用，因为它关注课程结构，较少关注对课程内容的假设。它还突出了课程中所蕴含的社会信息。数据表明课程中存在两种代码。第一种旨在将学生的校外经历引入课堂进行更深入的审视。第二种涉及对“危险”知识，即性知识的严格管控。研究结果的影响将结合课程发展、自我认同以及社会界限的强度和性质进行讨论。
