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

IF 1.6 3区 教育学 Q2 EDUCATION, SPECIAL
LaRon A. Scott, K. Shogren
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引用次数: 0

摘要

有一个强大而令人信服的研究基础表明,当残疾人群中的青年能够获得循证的过渡规划时,结果会有所改善。然而,在谁是建立“证据”基础的研究的焦点方面,也存在系统性的不公平。有必要重新思考谁是过渡研究的中心,并打破过渡研究、教师教育和学校过渡实践中使用的干预和评估中的种族中立策略。本文的目的是为开展研究提出一套以公平为导向的指标,这些指标可以打破过渡研究中的主导叙事,促进研究、教师教育和实践中的多样性、公平性和包容性。本文介绍的指标将为对过渡年龄青年,特别是种族和族裔边缘化的残疾青年进行以公平为重点的研究提供指导。这些指标推动了反能力主义和反种族主义价值观的采用,这些价值观以那些在我们当前的研究、教师教育和学校系统中被边缘化的人的知识资金为中心。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
5.40
自引率
15.20%
发文量
24
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.
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