Reference : Constructing Disability and Social Inequality Early in the Life Course
Scientific journals : Article
Social & behavioral sciences, psychology : Sociology & social sciences
Constructing Disability and Social Inequality Early in the Life Course
Powell, Justin J W mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >]
Disability Studies Quarterly
Society for Disability Studies
Yes (verified by ORBilu)
[en] disability ; life course ; transitions ; learning opportunity ; stratification ; education ; classification ; stigmatization ; disability studies
[en] oining life course and educational stratification research with disability studies' complimentary emphasis on structure and disabling barriers enables a more complete analysis of the experiences and life chances of primary and secondary school students who are classified disabled. Because the processes that affect life course phases and transitions, as well as individual opportunities, identities, and attainments are cumulative, analysis of early differentiation is necessary to understand how (special) education legitimates and generates social inequality. Universal compulsory education led schools to develop a variety of sorting mechanisms. Especially during the resulting transitions within an educational system's learning opportunity structures, special educational needs are identified, labelled and categorical boundaries drawn around dis/ability altering individuals' trajectories. By stigmatizing, separating, and segregating students, special education institutions in Germany and the United States construct social inequality early in the life course.
Max-Planck-Institut für Bildungsforschung, Berlin
Max Planck Society for the Advancement of Science
Barriers to Inclusion
Researchers ; Professionals ; Students ; General public

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