Rhodes W C
University of South Florida, USA.
J Learn Disabil. 1995 Oct;28(8):458-62. doi: 10.1177/002221949502800801.
Liberatory theory, related to critical theory, postmodern thought, and constructivism, forms the backdrop of this article, which suggests that the way in which we have conceptualized students with disabilities as the "other" has come from a distorted modernist view that encourages us to distance ourselves from one another. It is suggested that some of our most vehement debates in special education are indicative of our attempts to "nibble at the edges of postmodern thinking." Liberatory pedagogies developed throughout the world have used education as a means for oppressed peoples to define for themselves their situations and to define action that will be liberating. Thus liberation pedagogy calls on even more action from students or participants than constructivism. Here we are called on to apply these principles to analyze our field.
解放理论与批判理论、后现代思想和建构主义相关，构成了本文的背景。该理论表明，我们将残疾学生概念化为“他者”的方式源于一种扭曲的现代主义观点，这种观点鼓励我们彼此疏远。有人认为，我们在特殊教育中一些最激烈的辩论表明，我们试图“浅尝辄止地接触后现代思维”。世界各地发展起来的解放性教学法将教育作为受压迫人民为自己界定自身处境以及界定将带来解放的行动的一种手段。因此，解放性教学法比建构主义更要求学生或参与者采取更多行动。在这里，我们被要求应用这些原则来分析我们的领域。
