ERIC Number: EJ1034653
Record Type: Journal
Publication Date: 2013-Apr
Abstractor: As Provided
Reference Count: 74
Intersectionality as a Framework for Transformative Research in Special Education
García, Shernaz B.; Ortiz, Alba A.
Multiple Voices for Ethnically Diverse Exceptional Learners, v13 n2 p32-47 Apr 2013
Multicultural and bilingual special education scholars have long advocated that research and practice situate (dis)ability in its social, cultural, racial/ethnic, linguistic, historical, legal, and political contexts. Still, the special education literature reflects more restricted conceptualizations of culture, language, and diversity than required to understand how these mutually influence an individual's, family's and/or community's response to (dis) ability and how organizations address the needs of diverse populations. We propose that an intersectionality framework offers a starting point for conceptualizing, developing and conducting transformative research related to disability and difference. We begin by defining intersectionality and exploring related assumptions, followed by implications for two key aspects of such research: deep understanding of the intersections among multicultural/ multilingual students, communities and schools; and researcher reflexivity.
Descriptors: Social Theories, Special Education, Disabilities, Multicultural Education, Multilingualism, Student Diversity, Classification, Research Methodology, Educational Change
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: firstname.lastname@example.org; Web site: http://ddelcec.org/Publications.php
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A