Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

IF 2 4区 教育学 Q1 EDUCATION, SPECIAL
Hailey R. Love, Margaret R. Beneke
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引用次数: 29

Abstract

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.
追求正义驱动的包容性教育研究:儿童早期残疾批判种族理论(DisCrit)
多位学者认为,幼儿包容性教育的研究和实践往往保留了正常发展的种族化、能力主义观念,这可能会破坏促进正义的努力,并助长有偏见的教育过程和实践。种族主义和能力主义通过将有色人种幼儿定位为“处于危险之中”、使用正常化做法来“修复”残疾以及将被边缘化的幼儿排除在教育空间和机会之外而交织在一起。司法驱动的包容性教育研究对于挑战这些假设和减少排斥性做法是必要的。残疾批判种族理论通过促进对种族主义和能力主义相互依存地维护正常观念的方式的研究,并以多重边缘化儿童和家庭的观点为中心,扩展了包容性教育研究。我们讨论了幼儿期常态的构建,定义了正义驱动的包容性教育研究及其潜在贡献,并讨论了DisCrit对正义驱动的包容教育研究的可供性,包括对被边缘化的幼儿和家庭的可供。
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来源期刊
CiteScore
4.60
自引率
4.80%
发文量
18
期刊介绍: Topics in Early Childhood Special Education (TECSE) communicates information about early intervention, which is defined broadly and includes services provided to (a) infants, toddlers, and preschoolers who are at risk for or display developmental delays and disabilities and (b) the families of such youngsters. TECSE includes articles on personnel preparation, policy issues, and operation of intervention programs. The intent is to publish information that will improve the lives of young children and their families. Manuscripts from (a) diverse theoretical perspectives, (b) all disciplines related to early intervention, and (c) all authors with information of value to the early intervention community are welcome. There are two topical issues—which address an identified problem, trend, or subject of concern and importance to early intervention—and two non-topical issues.
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