The stories we must tell
Developing a research agenda for multicultural and bilingual special education
Dados Bibliográficos
| ID | 12214396 |
|---|---|
| Autores | Audrey Davis McCray (autor correspondente), Shernaz B García |
| Ano | 2002 |
| Volume | 15 |
| Fascículo | 6 |
| Páginas | 599-612 |
| Data de publicação | 2002-11-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | International Journal of Qualitative Studies in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/0951839022000014330 |
| OpenAlex | W2004381350 |
| Idioma | EN |
| Citações recebidas | 10 |
| Referências citadas | 19 |
Disproportion in special education based on race, ethnicity, language, and class persists. In this paper, we argue that to address this and other perpetual problems of underachievement for culturally and linguistically diverse children and youth requires examination of disability within its full sociocultural context and inclusion of the stories of those who are most affected by educational research, policy, and practice. We conducted a qualitative analysis of the existing professional literature of multicultural and bilingual special education published over 27 years in major special education journals to document omissions in the empirical research and conceptualize a research agenda around four themes: authenticity, legitimization, and multiplicity of voices; validation of culturally and linguistically responsive special education service delivery models and intervention; multicultural preparation of special educators; and underserved populations in special education
Bilingual education · Context (archaeology · Ethnic group · Inclusion (mineral · Multicultural education · Multiculturalism · Pedagogy · Qualitative research · Social science · Sociocultural evolution · Sociology · Special education · Teacher education · Collaborative Teaching and Inclusion · Education Discipline and Inequality · Family and Disability Support Research · Gender Studies · Psychology
Speech production in Vietnamese-English bilingual speakers living in a 3-generation home
Writing (for) our lives
Dis/ability labels and emergent bilingual children
Voices of African‐American doctoral students in special education
Application of Bourdieuian theory to the inclusion of students with learning/physical challenges in multicultural school settings
The cross-fertilization of critical race theory and Disability Studies
Meeting the Needs of English Language Learners With Disabilities in Urban Settings
Student Voice From a Turnaround Urban High School
Students With Disabilities
Teacher Efficacy Beliefs Toward Serving Culturally and Linguistically Diverse Students in Special Education
Handbook of qualitative research
Labeling the Mentally Retarded
Empowering Minority Students
Special Education for the Mildly Retarded—Is Much of it Justifiable?
Overrepresentation of Minority Students in Special Education
The New Scholarship in Teacher Education
The Connection Between Research and Practice
Coloring Epistemologies
The Stories We Choose to Tell
The Lives and Values of Researchers
| Obras citantes distintas | 10 |
|---|---|
| Citações por ano | 0,56 |
| Intervalo de citações | 2008 - 2024 (17) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 10 |