A Teacher’s Deconstruction of Disability: A Discourse Analysis

Jong-Gu Kang


In this study I use critical discourse analysis to explore how one special education teacher who is informed by a sociocultural perspective of disability deconstructs disability in the way that she talks about her practice as a special educator and about her work with students who are labeled as having disabilities. By analyzing her discourse, I reveal the positioning of the teacher in relation to her school and show the importance that language plays in constructing and deconstructing disability, knowledge, and power.


Critical discourse analysis; sociocultural perspective

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DOI: http://dx.doi.org/10.18061/dsq.v29i1.173

Copyright (c) 2009 Jong-Gu Kang

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