{"title":"重新认识作为特殊教育政策代理人的家长","authors":"Jennifer R. Cowhy, Quinn Mulroy, Tabitha Bonilla","doi":"10.3102/0013189x241238679","DOIUrl":null,"url":null,"abstract":"Existing research on the implementation of special education (SE) has consistently documented racial inequities in the law’s implementation. We present a new theoretical framework to guide future research. SE law requires parents to act as initiators, developers, and enforcers in the implementation of SE policy. Drawing from law and society research, we demonstrate how the law’s design contributes to structural inequalities because it conscripts parents to work as policy agents. Parents may not be adequately resourced for their role, which contributes to inequalities and makes structural changes difficult. We argue that this framework may shift approaches to research within and beyond SE, helping to reorient approaches to understanding parents’ roles and the reproduction of inequities within educational policy implementation.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":null,"pages":null},"PeriodicalIF":5.4000,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reconceptualizing Parents as Policy Agents Within Special Education\",\"authors\":\"Jennifer R. Cowhy, Quinn Mulroy, Tabitha Bonilla\",\"doi\":\"10.3102/0013189x241238679\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Existing research on the implementation of special education (SE) has consistently documented racial inequities in the law’s implementation. We present a new theoretical framework to guide future research. SE law requires parents to act as initiators, developers, and enforcers in the implementation of SE policy. Drawing from law and society research, we demonstrate how the law’s design contributes to structural inequalities because it conscripts parents to work as policy agents. Parents may not be adequately resourced for their role, which contributes to inequalities and makes structural changes difficult. We argue that this framework may shift approaches to research within and beyond SE, helping to reorient approaches to understanding parents’ roles and the reproduction of inequities within educational policy implementation.\",\"PeriodicalId\":11404,\"journal\":{\"name\":\"Educational Researcher\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.4000,\"publicationDate\":\"2024-04-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Researcher\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.3102/0013189x241238679\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Researcher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0013189x241238679","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Reconceptualizing Parents as Policy Agents Within Special Education
Existing research on the implementation of special education (SE) has consistently documented racial inequities in the law’s implementation. We present a new theoretical framework to guide future research. SE law requires parents to act as initiators, developers, and enforcers in the implementation of SE policy. Drawing from law and society research, we demonstrate how the law’s design contributes to structural inequalities because it conscripts parents to work as policy agents. Parents may not be adequately resourced for their role, which contributes to inequalities and makes structural changes difficult. We argue that this framework may shift approaches to research within and beyond SE, helping to reorient approaches to understanding parents’ roles and the reproduction of inequities within educational policy implementation.
期刊介绍:
Educational Researcher publishes scholarly articles with broad significance to the education research community, spanning various areas within education research and related disciplines. The journal aims to disseminate major programmatic research and new findings of wide importance. It is issued nine times annually and welcomes submissions of feature articles, reviews/essays, briefs, and technical comments. Additionally, the journal publishes commentary articles categorized as policy forum, letters, and books, among others.