{"title":"在转型中推进反种族主义和反残疾主义:面向公平的研究指标","authors":"LaRon A. Scott, K. Shogren","doi":"10.1177/21651434231189665","DOIUrl":null,"url":null,"abstract":"There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the “evidence” base. There is a need to rethink who is the center of transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and transition practices adopted in schools. The purpose of this article is to put forward a set of equity-oriented indicators for conducting research that can disrupt dominant narratives in transition research and advance diversity, equity, and inclusion in research, teacher education, and practice. The indicators introduced in this article will provide direction for conducting equity-focused research with transition-age youth, especially racially and ethnically marginalized youth with disabilities. The indicators advance the adoption of anti-ableist and anti-racist values that center the funds of knowledge of those who are marginalized in our current research, teacher education, and school systems.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":"46 1","pages":"237 - 248"},"PeriodicalIF":1.6000,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Advancing Anti-Racism and Anti-Ableism in Transition: Equity-Oriented Indicators for Research\",\"authors\":\"LaRon A. Scott, K. Shogren\",\"doi\":\"10.1177/21651434231189665\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the “evidence” base. There is a need to rethink who is the center of transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and transition practices adopted in schools. The purpose of this article is to put forward a set of equity-oriented indicators for conducting research that can disrupt dominant narratives in transition research and advance diversity, equity, and inclusion in research, teacher education, and practice. The indicators introduced in this article will provide direction for conducting equity-focused research with transition-age youth, especially racially and ethnically marginalized youth with disabilities. The indicators advance the adoption of anti-ableist and anti-racist values that center the funds of knowledge of those who are marginalized in our current research, teacher education, and school systems.\",\"PeriodicalId\":47075,\"journal\":{\"name\":\"Career Development and Transition for Exceptional Individuals\",\"volume\":\"46 1\",\"pages\":\"237 - 248\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Career Development and Transition for Exceptional Individuals\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/21651434231189665\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Career Development and Transition for Exceptional Individuals","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/21651434231189665","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Advancing Anti-Racism and Anti-Ableism in Transition: Equity-Oriented Indicators for Research
There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been the focus of the research that has established the “evidence” base. There is a need to rethink who is the center of transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and transition practices adopted in schools. The purpose of this article is to put forward a set of equity-oriented indicators for conducting research that can disrupt dominant narratives in transition research and advance diversity, equity, and inclusion in research, teacher education, and practice. The indicators introduced in this article will provide direction for conducting equity-focused research with transition-age youth, especially racially and ethnically marginalized youth with disabilities. The indicators advance the adoption of anti-ableist and anti-racist values that center the funds of knowledge of those who are marginalized in our current research, teacher education, and school systems.
期刊介绍:
Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.