Toward Methodological Diversity in Social Justice-Centered Special Education Research: A Content Analysis of Literature.
Saved in:
| Title: | Toward Methodological Diversity in Social Justice-Centered Special Education Research: A Content Analysis of Literature. |
|---|---|
| Authors: | MURNAN, REAGAN1 reagan.murnan@wichita.edu, IJAZ, SARA1 sxijaz@shockers.wichita.edu, VARIER, DIVYA2 dvarier@gmu.edu, WALSH, ROSEMARY KETCHUM2 rwalsh4@gmu.edu, BONSU, KWAME MENSAH2 kmensahb@gmu.edu |
| Source: | Multiple Voices - Disability, Race & Language Intersections in Special Education. Fall/Winter2024, Vol. 24 Issue 2, p22-43. 22p. |
| Subject Terms: | *Special education, *Experimental design, *Research methodology, *Mixed methods research, *Content analysis, Social justice, University research |
| Abstract: | This systematic review and content analysis examines the extent to which social justice is emphasized within special education research. To do so, this analysis used a DisCrit theoretical framework and a transformative research approach to analyze the methodological features of studies that used a DisCrit framework. A search of three electronic databases for articles published between 2013 and 2022 yielded 44 articles that the authors then coded according to journal outlet, topic, and transformative indices. These indices were generated to determine whether the researchers' transformative and emancipatory intent was present in their respective research design and findings. The results provide evidence of diversity in the dissemination and heterogeneity of topics, as well as a transformative intent, in studies utilizing a DisCrit theoretical framework. However, the notable absence of mixed methods approaches suggests a capacity for a multiplicity of methodologies, including a mixed methods approach, to advance social justice initiatives. [ABSTRACT FROM AUTHOR] |
| Copyright of Multiple Voices - Disability, Race & Language Intersections in Special Education is the property of Division for Culturally & Linguistically Diverse Exceptional Learners and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 189624635 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Toward Methodological Diversity in Social Justice-Centered Special Education Research: A Content Analysis of Literature. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22MURNAN%2C+REAGAN%22">MURNAN, REAGAN</searchLink><relatesTo>1</relatesTo><i> reagan.murnan@wichita.edu</i><br /><searchLink fieldCode="AR" term="%22IJAZ%2C+SARA%22">IJAZ, SARA</searchLink><relatesTo>1</relatesTo><i> sxijaz@shockers.wichita.edu</i><br /><searchLink fieldCode="AR" term="%22VARIER%2C+DIVYA%22">VARIER, DIVYA</searchLink><relatesTo>2</relatesTo><i> dvarier@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22WALSH%2C+ROSEMARY+KETCHUM%22">WALSH, ROSEMARY KETCHUM</searchLink><relatesTo>2</relatesTo><i> rwalsh4@gmu.edu</i><br /><searchLink fieldCode="AR" term="%22BONSU%2C+KWAME+MENSAH%22">BONSU, KWAME MENSAH</searchLink><relatesTo>2</relatesTo><i> kmensahb@gmu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Multiple+Voices+-+Disability%2C+Race+%26+Language+Intersections+in+Special+Education%22">Multiple Voices - Disability, Race & Language Intersections in Special Education</searchLink>. Fall/Winter2024, Vol. 24 Issue 2, p22-43. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22University+research%22">University research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This systematic review and content analysis examines the extent to which social justice is emphasized within special education research. To do so, this analysis used a DisCrit theoretical framework and a transformative research approach to analyze the methodological features of studies that used a DisCrit framework. A search of three electronic databases for articles published between 2013 and 2022 yielded 44 articles that the authors then coded according to journal outlet, topic, and transformative indices. These indices were generated to determine whether the researchers' transformative and emancipatory intent was present in their respective research design and findings. The results provide evidence of diversity in the dissemination and heterogeneity of topics, as well as a transformative intent, in studies utilizing a DisCrit theoretical framework. However, the notable absence of mixed methods approaches suggests a capacity for a multiplicity of methodologies, including a mixed methods approach, to advance social justice initiatives. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Multiple Voices - Disability, Race & Language Intersections in Special Education is the property of Division for Culturally & Linguistically Diverse Exceptional Learners and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189624635 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 22 Subjects: – SubjectFull: Special education Type: general – SubjectFull: Experimental design Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Content analysis Type: general – SubjectFull: Social justice Type: general – SubjectFull: University research Type: general Titles: – TitleFull: Toward Methodological Diversity in Social Justice-Centered Special Education Research: A Content Analysis of Literature. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: MURNAN, REAGAN – PersonEntity: Name: NameFull: IJAZ, SARA – PersonEntity: Name: NameFull: VARIER, DIVYA – PersonEntity: Name: NameFull: WALSH, ROSEMARY KETCHUM – PersonEntity: Name: NameFull: BONSU, KWAME MENSAH IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall/Winter2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 15471888 Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: Multiple Voices - Disability, Race & Language Intersections in Special Education Type: main |
| ResultId | 1 |
