当前位置: X-MOL 学术Rev. Res. Educ. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences
Review of Research in Education ( IF 7.300 ) Pub Date : 2018-03-01 , DOI: 10.3102/0091732x18762439
David I. Hernández-Saca 1 , Laurie Gutmann Kahn 2 , Mercedes A. Cannon 3
Affiliation  

The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults’ experiences by asking the following question: What are the key findings in education research focusing on youth and young adults with disabilities who are multiply situated in terms of race, gender, social class, sexual orientation, or other social markers? Our conceptual framework included a sociohistorical approach that culled from intersectionality and disability studies in education that centered on the intersectional lived experiences of youth within K–16 educational contexts. In our research, we found 10 qualifying studies that illuminated how youth create meaning along the lines of their disabilities and their intersections, and we summarized these within the following three themes: (a) navigate intersectional disability discourses, (b) present their dis/ability oppression as intersectional, and (c) engage in their identity meaning making as a form of intersectional discourse. We conclude by situating these findings within the larger body of intersectionality disability studies in education research and provide future implications. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p. 434)

中文翻译:

交叉性残疾/能力研究:教育中的残疾/能力研究如何利用交叉性来揭示残疾/残疾经历的多维构建

本章的目的是系统地回顾教育领域的研究,这些研究通过提出以下问题,明确考察了各种社会认同建构如何与缺陷/能力相交,从而定性地影响年轻人的体验:教育中的主要发现是什么?研究侧重于在种族、性别、社会阶层、性取向或其他社会标志方面处于多重境地的残疾青年和青年?我们的概念框架包括一种社会历史方法,该方法从教育中的交叉性和残疾研究中挑选出来,以 K-16 教育背景下青年的交叉生活经历为中心。在我们的研究中,我们找到了 10 项符合条件的研究,这些研究阐明了青年如何沿着他们的残疾和他们的交叉点创造意义,我们在以下三个主题中总结了这些:(a) 在交叉残疾话语中导航,(b) 将他们的残疾/能力压迫呈现为交叉,和 (c) 作为一种交叉话语形式参与他们的身份意义建构。最后,我们将这些发现置于教育研究中更大范围的交叉性残疾研究中,并提供了未来的影响。“没有人会让我失望的!” ——Kiesha(彼得森,2009 年,第 434 页)(c) 作为一种交叉话语形式参与他们的身份意义建构。最后,我们将这些发现置于教育研究中更大范围的交叉性残疾研究中,并提供了未来的影响。“没有人会让我失望的!” ——Kiesha(彼得森,2009 年,第 434 页)(c) 作为一种交叉话语形式参与他们的身份意义建构。最后,我们将这些发现置于教育研究中更大范围的交叉性残疾研究中,并提供了未来的影响。“没有人会让我失望的!” ——Kiesha(彼得森,2009 年,第 434 页)
更新日期:2018-03-01
down
wechat
bug