Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Research in Education Pub Date : 2018-03-01 DOI:10.3102/0091732X18762439
D. Hernández-Saca, Laurie Gutmann Kahn, M. Cannon
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引用次数: 28

Abstract

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)
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交叉性不适任研究:教育中的不适任问题研究如何运用交叉性揭示不适任体验的多维建构
本章的目的是系统地回顾教育领域内的研究,该研究通过提出以下问题,明确考察了身份的各种社会结构如何与定性影响年轻人体验的缺陷/能力相交叉:教育研究中关注残疾青年和年轻人的主要发现是什么根据种族、性别、社会阶层、性取向或其他社会标志来定位?我们的概念框架包括一种社会历史方法,该方法选自教育中的交叉性和残疾研究,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,我们发现了10项符合条件的研究,这些研究阐明了年轻人如何沿着他们的残疾和交叉点创造意义,我们将这些研究总结为以下三个主题:(a)驾驭交叉的残疾话语,(b)将他们的残疾/能力压迫呈现为交叉的,以及(c)作为交叉话语的一种形式,参与他们的身份意义制造。最后,我们将这些发现放在教育研究中更广泛的交叉性残疾研究中,并提供未来的启示。“没人会把我打倒的!”——Kiesha(Petersen,2009,第434页)
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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