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What Learning Disability DoesSustaining the Ideology of SchoolingCurt Dudley-Marling is a professor of education in the faculty of education at York University, Toronto, Ontario. His interests include the language and literacy development of struggling readers and writers, teacher development, teacher research, and the politics of literacy. He received his PhD from the University of Wisconsin-Madison.
Don Dippo is an associate professor in the faculty of education at York University. His interests include the social and political organization of knowledge, critical pedagogy and cultural studies, curriculum critique and development, and teaching as an occupation. He received his PhD from the University of Toronto. Address: Curt Dudley-Marling, Faculty of Education, York University, 4700 Keele St., North York, Ontario, Canada M3J 1P3. This article uses discourse theory to determine what kind of relationship learning disabilities have with taken-for-granted assumptions of schooling and the social and political contexts in which schools are situated. The authors argue that learning disabilities, by helping to explain several contradictions and anomalies of schooling, function to sustain dominant assumptions underlying schooling and society. From this perspective, the field of learning disabilities plays a role in maintaining a status quo in which the inequitable distribution of social goods in society is seen as the "natural" consequence of an "equitable" meritocracy. The authors call on learning disabilities practitioners to augment the support they offer students with efforts to actively confront the inequities of schooling and society.
Journal of Learning Disabilities, Vol. 28, No. 7,
408-414 (1995) This article has been cited by other articles:
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