Disabling discourses and human rights law: a case study based on the implementation of the UN Convention on the Rights of People with Disabilities     

Anastasia Liasidou 《Discourse: Studies in the Cultural Politics of Education》2016,37(1):149-162

This article examines the symbolic power of language to construct and convey disabling discourses, albeit ample rhetoric, on the need to reinstate and safeguard disabled people's human rights and entitlements. The role of language and its discursive ramifications need to be explored and problematized in the light of legal mandates and antidiscrimination legislation to abolish stigmatizing and exclusionary regimes on the grounds of disability. Such a critical engagement necessitates a reflective knowledge and constant interrogation of the ways in which language is implicated in power interplays to construct meanings and to legitimize/conceal existing power inequities. The article uses critical discourse analysis in order to discuss the role of language in the construction, sustenance, and dissemination of disabling discourses, taking as an example the First Report of Cyprus on the Implementation of the UN Convention on the Rights of People with Disabilities.  相似文献   

Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning   总被引：2，自引：0，他引：2  

Nada Dabbagh  Anastasia Kitsantas 《The Internet and Higher Education》2012,15(1):3-8

A Personal Learning Environment or PLE is a potentially promising pedagogical approach for both integrating formal and informal learning using social media and supporting student self-regulated learning in higher education contexts. The purpose of this paper is to (a) review research that support this claim, (b) conceptualize the connection between PLE, social media, and self-regulated learning, and (c) provide a three-level pedagogical framework for using social media to create PLEs that support student self-regulated learning. Implications for future research in this area are provided.  相似文献   

Introduction     

Anastasia Efklides  Marja Vauras 《European Journal of Psychology of Education - EJPE》1999,14(4):455-459

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