ERIC Number: EJ1108015
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 48
Dangerous Assumptions and Unspoken Limitations: A Disability Studies in Education Response to Morgan, Farkas, Hillemeier, Mattison, Maczuga, Li, and Cook (2015)
Collins, Kathleen M.; Connor, David; Ferri, Beth; Gallagher, Deborah; Samson, Jennifer F.
Multiple Voices for Ethnically Diverse Exceptional Learners, v16 n1 p4-16 Spr 2016
In this article, we critically review the work of Morgan et al. (2015) and offer Disability Studies in Education (DSE) as an alternative conceptualization to traditional research within special education. We first unpack many of Morgan et al.'s (2015) assumptions, which are grounded in deficit discourses about children, family structures, economic status, and home cultures. Next, we identify flaws in their research design and methodology. Finally, we elaborate on how, through naming and making visible the workings of ableism and racism, DSE offers a way to counter the deficit discourses and inaccurate abstractions of lived realities upon which Morgan et al.'s (2015) work rests.
Descriptors: Disabilities, Special Education, Educational Research, Misconceptions, Reader Response, Research Design, Research Methodology, Student Placement, Academic Aptitude, Disability Identification, Racial Bias, Advantaged, Experimenter Characteristics, Research Problems
Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: firstname.lastname@example.org; Web site: http://multiplevoicesjournal.org/
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Authoring Institution: N/A