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Broken Brains and Broken Homes: The Meaning of Special Education in an Appalachian Community

Regina Smardon
Anthropology & Education Quarterly
Vol. 39, No. 2 (Jun., 2008), pp. 161-180
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: http://www.jstor.org/stable/25166659
Page Count: 20
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Broken Brains and Broken Homes: The Meaning of Special Education in an Appalachian Community
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Abstract

In this article, I explore the meaning of disability within the everyday lives of Clear River third-grade students. The concept of a disability narrative is developed to explain how expert disability labels shape the experience of academic performance and failure. Previous studies of disability labeling have neglected the life of the label after it has become entextualized. I focus on how the layperson translates the technical language of experts into the moral language of everyday life.

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