Journal of Special Education: Theory and Practice 2023 KCI Impact Factor : 1.96
-
pISSN : 1598-060X / eISSN : 2734-0090
- https://journal.kci.go.kr/jsped
KJCKorea
Journal Central
Critical Analysis of Primary Arguments and Limitations in Disability Studies in Education within the United States
- Journal of Special Education: Theory and Practice
- Abbr : JSPED
- 2023, 24(4), pp.37-62
- DOI : 10.19049/JSPED.2023.24.4.02
- Publisher : Research Institute of the Korea Special Education
- Research Area : Social Science > Education
- Received : November 9, 2023
- Accepted : November 30, 2023
- Published : December 31, 2023
1소속없음
Accredited
ABSTRACT
[Purpose] This article critically examines prominent studies in the field of Disability Studies in Education (DSE) in the United States, analyzing their primary arguments and limitations. [Methods] A comprehensive literature review was conducted, focusing on significant studies within the Disability Studies in Education Special Interest Group (DSE-SIG) of the American Educational Research Association(AERA). [Results] DSE challenges the positivist paradigm prevalent in special and inclusive education, offering a social constructionist perspective on disability. DSE scholars critique the oppressive mechanisms of fictional norms that establish hierarchical binary categories, leading to marginalization of indivisuals labeled with disabilities. They perceive difference as a natural facet of human variation and advocate for its recognition and celebration. However, these alternative perspectives offered by DSE exhibit certain limitations. While critiquing the adverse impacts of norms and categories used by scholars of special and inclusive education, they simultaneously demonstrate crypto-normative tendencies themselves and employ categories they aim to deconstruct, resulting in self-contradiction. To circumvent this contradiction, they can only assume the role of observers without proposing viable alternatives. [Conclusion] Normative judgments and categorizations play a crucial role in discussing and addressing disability-related issues, such as discrimination and exclusion. A neutral stance on differences or the mere normalization of differences proves to be inadequate in resolving disability-related challenges. When existing policies and institutions fall short, the solution does not entail dismantling norms, but rather involves making more informed judgments and presenting improved alternatives.
Statistics
-
163 Viewed
-
205 Downloaded
Tools
Issue List
Citation status
* References for papers published after 2023 are currently being built.
[book]
아키히로, 스기노
/ 2010
/ 장애학 – 이론형성과 과정
/ 한국장애인단체총연합회
[book]
Allan, J.
/ 2016
/ Vital questions facing disability studies in education
/ Peter Lang
: 31~43
[journal]
Annamma, S.
/ 2013
/ Dis/ability critical race studies(DisCrit) : theorizing at the intersections of race and dis/ability
/ Race Ethnicity and Education
16(1)
: 1~31
[book]
Baglieri, S.
/ 2020
/ 장애학과 통합교육. 통합학급 운영을 위한 비판적 실제
/ 학지사
[journal]
Baglieri, S.
/ 2004
/ Normalizing difference in inclusive teaching
/ Journal of Learning Disabilities
37(6)
: 525~529
[journal]
Baglieri, S.
/ 2011
/ Disability studies in education : the need for a plurality of perspectives on disability
/ Remedial and Special Education
32(4)
: 267~278
[journal]
Susan Baglieri
/ 2020
/ Disability Studies in Education and Inclusive Education
/ Oxford Research Encyclopedia of Education
/ Oxford University Press
[journal]
Brantlinger, E.
/ 1997
/ Using ideology : cases of nonrecognition of the politics of research and practice in special education
/ Review of Educational Research
67(4)
: 425~459
[journal]
Carnwell, R.
/ 2001
/ Strategies for the construction of a critical review of the literature
/ Nurse Education in Practice
1(2)
: 57~63
[journal]
Collins, K.
/ 2016
/ Dangerous assumptions and unspoken limitations : a disability studies in education response to Morgan, Farkas, Hillemeier, Mattison, Maczuga, Li, and Cook(2015)
/ Multiple Voices for Ethnically Diverse Exceptional Learners
16(1)
: 4~16
[journal]
Connor, D.
/ 2013
/ Who"own"s dis/ability? the cultural work of critical special educators as insider-outsiders
/ Theory & Research in Social Education
41
: 494~513
[journal]
David Connor
/ 2014
/ The Disability Studies in Education Annual Conference: Explorations of Working Within, and Against, Special Education
/ Disability Studies Quarterly
/ The Ohio State University Libraries
34(2)
[book]
Connor, D.
/ 2014
/ The SAGE handbook of special education
/ SAGE
: 111~128
[journal]
Connor, D.
/ 2019
/ Why is special education so afraid of disability studies? Analyzing attacks of disdain and distortion from leaders in the field
/ Journal of Curriculum Theorizing
34(1)
: 10~23
[journal]
Connor, D.
/ 2020
/ "I don’t like to be told that I view a student with a deficit mindset" : Why it matters that disability studies in education continues to grow
/ Canadian Journal of Disability Studies
9(5)
: 20~41
[journal]
Connor, D.
/ 2008
/ Disability studies and inclusive education – implications for theory, research, and practice
/ International Journal of Inclusive Education
12(5-6)
: 441~457
[book]
Connor, D.
/ 2017
/ Kultur-Geschichte-Behinderung
/ Humbolt University Press
: 201~220
[other]
Cosier, M.
/ 2016
/ Can we talk? the underdeveloped dialogue between teacher education and disability studies
/ SAGE Open
: 1~10
[journal]
Danforth, S.
/ 2015
/ This new field of inclusive education : beginning a dialogue on conceptual foundations
/ Intellectual and Developmental Disabilities
53(1)
: 70~85
[book]
페트릭 데블리저
/ 2021
/ 장애를 다시 생각한다
/ 그린비
[book]
Ferri, B.
/ 2016
/ Vital questions facing disability studies in education
/ Peter Lang
: 303~317
[book]
Gabel, S.
/ 2005
/ Disability studies in education: readings in theory and method
/ Peter Lang
: 1~20
[journal]
Gallagher, D.
/ 1998
/ The scientific knowledge base of special education: do we know what we think we know?
/ Exceptional Children
64
: 493~502
[journal]
Gallagher, D.
/ 2004
/ The importance of constructivism and constructivist pedagogy for disability studies in education
/ Disability Studies Quarterly
24(2)
: 1~19
[journal]
Gibson, B.
/ 2014
/ Paralles and problems of normalization in rehabilitation and universal design : enabling connectivities
/ Disability and Rehabilitation
36(16)
: 1328~1333
[journal]
Graham, L.
/ 2007
/ An illusory interiority : interrogating the discourse/s of inclusion
/ Educational Philosophy and Theory
40(2)
: 277~293
[journal]
Heshusius, L.
/ 1989
/ The Newtonian mechanistic paradigm, special education, and contours of alternatives : an overview
/ Journal of Learning Disabilities
22(7)
: 403~415
[journal]
조한진
/ 2011
/
Disability studies revisited
/ 특수교육저널:이론과 실천
/ 한국특수교육문제연구소
12(4)
: 1~25
[journal]
강종구
/ 2020
/
Reality of Special Education Research through the Lens of Special Education Theory and Disability Studies (in Education) Theory
/ 특수교육저널:이론과 실천
/ 한국특수교육문제연구소
21(3)
: 95~123
[journal]
이지수
/ 2014
/
The meaning and limitations of social model : A study focusing on the disability definition and the politics of identity
/ 한국장애인복지학
/ 한국장애인복지학회
(25)
: 33~54
[journal]
이주화
/ 2021
/
A review of the impairment debate surrounding the social model of disability
/ 한국장애인복지학
/ 한국장애인복지학회
54(54)
: 37~67
[journal]
이주화
/ 2021
/
A Critical Review of Social Constructionist Disability Studies: Focussed on the Relativistic and Anti-Realistic Characteristics of Social Constructionism
/ 특수교육저널:이론과 실천
/ 한국특수교육문제연구소
22(1)
: 23~50
[book]
Meiners, E.
/ 2007
/ Right to be hostile: schools, prisons, and the making of public enemies
/ Routledge
[book]
Shakespeare, T.
/ 2013
/ 장애학의 쟁점. 영국 사회모델의 의미와 한계
/ 학지사
[book]
Skrtic, T.
/ 1991
/ Behind special education: a critical analysis of professional culture and school organization
/ Love
[book]
Slee, R.
/ 2010
/ The irregular school: exclusion, schooling, and inclusive education
/ Routledge
[book]
Spivak, G.
/ 1997
/ Translator’s Preface to J. Derrida’s Of Grammatology
/ John Hopkins University Press
[book]
Stiker, H.
/ 2019
/ A history of disability
/ UMP
[book]
Taylor, S.
/ 2016
/ Vital questions facing disability studies in education
/ Peter Lang
: 13~21
[book]
Tomlinson, C.
/ 1999
/ The differentiated classroom: responding to the needs of all learners
/ Association for Supervision and Curriculum Development
[journal]
엄수정
/ 2017
/
Rethinking Teacher Preparation through Disability Studies in Education: Reflexive Analysis of My Subjective Experiences as a Pre-service Teacher, Teacher, and Teacher Educator
/ 한국교원교육연구
/ 한국교원교육학회
34(2)
: 139~168
[journal]
엄수정
/ 2018
/
Post Inclusive Education: Disrupting Habitual Framings of Ex/Inclusion in School
/ 교육정치학연구
/ 한국교육정치학회
25(2)
: 141~163
[journal]
엄수정
/ 2015
/
Rethinking and reimagining special education: stories of three college students
/ 특수교육저널:이론과 실천
/ 한국특수교육문제연구소
16(3)
: 1~33
[journal]
Valle, J.
/ 2011
/ Creating alliances against exclusivity : a pathway to inclusive educational reform
/ Teachers College Record
113(10)
: 2283~2308
[book]
Valle, J.
/ 2019
/ Rethinking disability. An disability studies approach to inclusive practices
/ Routledge
[journal]
Vehmas, S.
/ 2016
/ Exploring normativity in disability studies
/ Disability &Society
31(1)
: 1~16
[journal]
Ware, L.
/ 2001
/ Writing, identity, and the other : dare we do disability studies?
/ Journal of Teacher Education
52(2)
: 107~123
[book]
Willig, C.
/ 1998
/ Social constructionism, discourse and realism
/ SAGE Publications Ltd
: 91~104
This paper was written with support from the National Research Foundation of Korea.