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

Autor/inn/en	Hernández-Saca, David I.; Gutmann Kahn, Laurie; Cannon, Mercedes A.
Titel	Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences
Quelle	In: Review of Research in Education, 42 (2018) 1, S.286-311 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X18762439
Schlagwörter	Special Education; Cultural Influences; Disadvantaged; Power Structure; Youth; Young Adults; Learning Disabilities; Qualitative Research; African American Students; Educational Research; Social Class; Racial Differences; Gender Differences; Sexual Orientation; Age Differences; Disability Identification; Literature Reviews + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural influence; Kultureinfluss; Jugend; Jugendlicher; Jugendalter; Young adult; Junger Erwachsener; Learning handicap; Lernbehinderung; Qualitative Forschung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bildungsforschung; Pädagogische Forschung; Social classes; Soziale Klasse; Rassenunterschied; Geschlechterkonflikt; Sexuelle Orientierung; Age; Difference; Age difference; Altersunterschied
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01