Fourteenth Annual Brown Lecture in Education Research: Reenvisioning Equity Research: Disability Identification Disparities as a Case in Point

2019/08/01 by Alfredo J. Artiles · 5 citations
Social Sciences · #Education Discipline and Inequality #Disability Rights and Representation #Critical Race Theory in Education

paper · doi:10.3102/0013189x19871949

Abstract

I engage longstanding challenges and risks associated with conducting and using research on complex equity problems. I engage these challenges in the context of research on disability identification disparities, which have been historically intertwined with particular identity markers (e.g., race, social class, gender, language). Some of these tensions revolve around knowledge production, the nuances of representation, and the identities of oppressed groups. I critique traditional research on disability identification disparities and outline guiding principles for the next generation of equity research. First, future research on disability intersections must rely on historical epistemologies to honor the complexities of equity in worlds of difference. Second, the next generation of research must produce alternative interdisciplinary re-presentations of disability intersections.

Citations

• Minorities Are Disproportionately Underrepresented in Special Education
• Professional Vision

Cited by

• Multilevel Intersectionality and the Deployment of Disability in Schools
• Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools
• The role of asset-based pedagogy in an interactive view of reading
• A Critical Appraisal of the Evidence on Racial Disproportionality in Special Education
• Reconceptualizing Parents as Policy Agents Within Special Education

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