This edited book makes an epistemic claim that disability studies' approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis. This book was originally published as a special issue of the journal Curriculum Inquiry .
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This edited book makes an epistemic claim that disability studies' approaches to curriculum are doing more than merely critiquing how privileged knowledge excludes disability from curriculum theory and praxis. This book was originally published as a special issue of the journal Curriculum Inquiry .
Read Less
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