将社区文化财富融入接受英语学习者服务的残疾学生的中学后过渡教育中

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL
Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman
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引用次数: 0

摘要

了解资本如何影响接受特殊教育和英语学习者(EL)服务的学生中学后的过渡,可以为文化上可持续的规划实践提供信息,并改善中学后的成果。认识到学生和家庭在过渡过程中如何利用社区文化财富资本,可以支持挫败以赤字为基础的做法,代之以以资产为基础的方法,扩大学生的优势。与此同时,研究占主导地位的群体如何通过维持现状的行动来维持权力也很重要。在本文中,我们将布尔迪厄的资本理论与尤索的社区文化财富框架结合起来,以更好地理解资本如何影响 13 名接受特殊教育和英语语言服务的学生及其家长的中学后过渡经历。文章探讨了在过渡时期理解和利用文化资本和社区文化财富的意义和建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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