The Dangers of Predictable Learning Variability: Challenging the Imagining of Disability in the Universal Design for Learning in Music Education

IF 0.8 2区 艺术学 0 MUSIC
Juliet Hess
{"title":"The Dangers of Predictable Learning Variability: Challenging the Imagining of Disability in the Universal Design for Learning in Music Education","authors":"Juliet Hess","doi":"10.5406/21627223.236.02","DOIUrl":null,"url":null,"abstract":"Abstract In this article, I offer a loving critique (Paris & Alim, 2014) of the Universal Design for Learning (UDL) that focuses explicitly on its call to employ predictable learning variability in pedagogical preparation (Glass et al., 2013). I argue that predictable learning variability calls upon teachers to imagine disability and point to specific phenomena that may well occupy educators’ imaginations in relation to disability. I first offer an introduction to UDL, including how UDL could function in music classes. Then I explicate the concept of predictable learning variability and problematize how this facet of UDL calls on educators to imagine disability. Drawing upon Toni Morrison (1990), Deborah Bradley (2003), and Erica Meiners (2001), I explore what imagination might do. Subsequently, I examine how disability is represented in the public sphere and argue that phenomena such as inspiration porn, the narrative of the supercrip, overdisclosure, and the Individuals with Disabilities Education Act (IDEA) occupy the public imagination of disability. I suggest instead that educators direct their imaginations toward their pedagogy and hold high expectations in the classroom.","PeriodicalId":46393,"journal":{"name":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","volume":"53 1","pages":"0"},"PeriodicalIF":0.8000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"BULLETIN OF THE COUNCIL FOR RESEARCH IN MUSIC EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5406/21627223.236.02","RegionNum":2,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"MUSIC","Score":null,"Total":0}
引用次数: 0

Abstract

Abstract In this article, I offer a loving critique (Paris & Alim, 2014) of the Universal Design for Learning (UDL) that focuses explicitly on its call to employ predictable learning variability in pedagogical preparation (Glass et al., 2013). I argue that predictable learning variability calls upon teachers to imagine disability and point to specific phenomena that may well occupy educators’ imaginations in relation to disability. I first offer an introduction to UDL, including how UDL could function in music classes. Then I explicate the concept of predictable learning variability and problematize how this facet of UDL calls on educators to imagine disability. Drawing upon Toni Morrison (1990), Deborah Bradley (2003), and Erica Meiners (2001), I explore what imagination might do. Subsequently, I examine how disability is represented in the public sphere and argue that phenomena such as inspiration porn, the narrative of the supercrip, overdisclosure, and the Individuals with Disabilities Education Act (IDEA) occupy the public imagination of disability. I suggest instead that educators direct their imaginations toward their pedagogy and hold high expectations in the classroom.
可预测学习变异性的危险:挑战音乐教育学习通用设计中的残疾想象
在这篇文章中,我提供了一个充满爱的批评(Paris &Alim, 2014)的通用学习设计(UDL),明确关注其呼吁在教学准备中使用可预测的学习可变性(Glass et al., 2013)。我认为,可预测的学习可变性要求教师想象残疾,并指出可能很好地占据教育者对残疾的想象的具体现象。我首先介绍了UDL,包括UDL如何在音乐课程中发挥作用。然后,我解释了可预测学习可变性的概念,并提出了UDL的这一方面如何要求教育者想象残疾的问题。借鉴Toni Morrison (1990), Deborah Bradley(2003)和Erica Meiners(2001),我探讨了想象力的作用。随后,我研究了残疾在公共领域是如何表现的,并认为诸如灵感色情、超级瘸子的叙述、过度披露和《残疾人教育法》(IDEA)等现象占据了公众对残疾的想象。相反,我建议教育工作者将他们的想象力引导到他们的教学方法上,并对课堂抱有很高的期望。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
1.30
自引率
11.10%
发文量
9
期刊介绍: The Bulletin of the Council for Research in Music Education (CRME) provides a forum where contemporary research is made accessible to all with interest in music education. The Bulletin contains current research, and reviews of interest to the international music education profession. Dr. Gregory DeNardo is editor and works with an advisory committee of music education"s most prestigious researchers. The Bulletin of the Council for Research in Music Education provides an outlet for scholarly publication and is one of music education’s leading publications.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信