| Title: |
Disability as Metaphor: Examining the Conceptual Framing of Emotional Behavioral Disorder in American Public Education |
| Language: |
English |
| Authors: |
Danforth, Scot |
| Source: |
Educational Studies: Journal of the American Educational Studies Association. 2007 42(1):8-27. |
| Availability: |
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: |
Y |
| Physical Description: |
PDF |
| Page Count: |
20 |
| Publication Date: |
2007 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Descriptors: |
Semantics; Figurative Language; Public Education; Public Schools; Psycholinguistics; Disabilities; Emotional Disturbances; Behavior Disorders |
| DOI: |
10.1080/00131940701399601 |
| ISSN: |
0013-1946 |
| Abstract: |
A growing, interdisciplinary field of cognitive linguistics has developed in recent decades, bringing together research from many fields to explore the ways that metaphors provide structure and semantic content to thought and language. In this article, the American public school disability emotional/behavioral disorder (E/BD) is examined in regard to the primary metaphors that frame the basic concepts of the disorder. The metaphors of 2 versions of E/BD, psychodynamic and behavioral, are investigated. A series of critical questions about the E/BD construct are posed, and possibilities for new metaphors are proposed. |
| Abstractor: |
Author |
| Entry Date: |
2007 |
| Accession Number: |
EJ773881 |
| Database: |
ERIC |