通过交叉性从“what is”到“what if”:种族公正研究中的能人擦除和殖民主义问题

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH
P. Boda, Emily A. Nusbaum, Saili S. Kulkarni
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引用次数: 2

摘要

摘要从批判性理论和交叉性出发,我们通过种族公正的方法论和认识论来探讨谁是中心,为了什么目的,并鼓励对这项工作中没有明确参与的身份进行可视化。我们认为,为了让种族公正的研究挑战传统研究设计方法如何体现白人和能人主义,它需要对这些承诺中的殖民主义提出质疑,并证明残疾身份、文化、正义和自由在这一努力中的重要性。我们首先揭示了从20世纪90年代末到2020年,种族公正的方法论和认识论所询问的内容,以及残疾和殖民主义在这项工作中的表现(抹去)。然后,我们讨论了Mignolo关于认知抗命的开创性理论及其在我们论文生成中的重要性。最后,我们明确了在种族公正的调查中概念化边缘的必要性,这些调查试图通过在这些以正义为导向的项目中对残疾的本体论抹去提出问题来破坏教育研究中的白人化。最后,我们从“是什么”转向“如果是什么”,以设想未来的激进可能性,这些可能性破坏了试图挑战种族主义的单一分类调查,但总是让“其他身份”的概念在设计上受到理论化的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
From ‘what is’ toward ‘what if’ through intersectionality: problematizing ableist erasures and coloniality in racially just research
ABSTRACT Drawing from critical theory and intersectionality, we speak with and through racially just methodologies and epistemologies to problematize who is being centred, for what purpose, and encourage the visibilizing of identities not explicitly engaged within this work. We argue that for racially just research to challenge how whiteness and ableism are embodied by traditional research design approaches it needs to problematize the coloniality wedded in such commitments and bear witness to the importance that disability identities, culture, justice, and freedom have in this endeavour. We first unpack what racially just methodologies and epistemologies have enquired from the late 1990s-2020, as well as where disability and coloniality have been represented (erased) in this work. Then, we engage with Mignolo’s seminal theorization of epistemic disobedience and its importance in the generation of our thesis. Finally, we make visible the need to conceptualize the margins within racially just enquiries that seek to disrupt whiteness in educational research by problematizing the ontological erasure of disability among these justice-oriented projects. We end by shifting from ‘what is’ toward ‘what if’ to envision radical possibilities for the future that disrupt mono-categorical enquiries seeking to challenge racism but invariably leave Othered identity nexuses undertheorized by design.
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来源期刊
CiteScore
4.70
自引率
5.00%
发文量
48
期刊介绍: The International Journal of Research & Method in Education is an interdisciplinary, peer-reviewed journal that draws contributions from a wide community of international researchers. Contributions are expected to develop and further international discourse in educational research with a particular focus on method and methodological issues. The journal welcomes papers engaging with methods from within a qualitative or quantitative framework, or from frameworks which cut across and or challenge this duality. Papers should not solely focus on the practice of education; there must be a contribution to methodology. International Journal of Research & Method in Education is committed to publishing scholarly research that discusses conceptual, theoretical and methodological issues, provides evidence, support for or informed critique of unusual or new methodologies within educational research and provides innovative, new perspectives and examinations of key research findings. The journal’s enthusiasm to foster debate is also recognised in a keenness to include engaged, thought-provoking response papers to previously published articles. The journal is also interested in papers that discuss issues in the teaching of research methods for educational researchers. Contributors to International Journal of Research & Method in Education should take care to communicate their findings or arguments in a succinct, accessible manner to an international readership of researchers, policy-makers and practitioners from a range of disciplines including but not limited to philosophy, sociology, economics, psychology, and history of education. The Co-Editors welcome suggested topics for future Special Issues. Initial ideas should be discussed by email with the Co-Editors before a formal proposal is submitted for consideration.
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