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ERIC Number: EJ857868
Record Type: Journal
Publication Date: 2009-Aug
Pages: 22
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1360-3116
Breaking Containment--The Power of Narrative Knowing: Countering Silences within Traditional Special Education Research
Connor, David J.
International Journal of Inclusive Education, v13 n5 p449-470 Aug 2009
Special education has been critiqued for not adequately acknowledging and therefore addressing the overrepresentation of students of colour assigned disability labels. To counter the paucity of information about the largest group of disabled students in urban settings, eight young adults labelled learning disabled (LD) co-created "portraits in progress". These social, cultural, and historical based narratives act as counter stories to traditional special education research located within a medical-model paradigm that casts students as deficit-based. Excerpts from these highly personal narratives reveal nuanced understandings of power dynamics pertaining to disability, race, and social class as each one shapes the experience of the others. Participants perceive their lives as a series of interlocking containments; for some, special education is one example. (Contains 5 notes and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A