Beyond Responsiveness to Identity Badges: Future Research on Culture in Disability and Implications for Response to Intervention

Autor/in	Artiles, Alfredo J.
Titel	Beyond Responsiveness to Identity Badges: Future Research on Culture in Disability and Implications for Response to Intervention
Quelle	In: Educational Review, 67 (2015) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2014.934322
Schlagwörter	Response to Intervention; Disabilities; Culture; Cultural Differences; Educational Research; Identification; Cultural Influences + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Kultur; Kultureller Unterschied; Bildungsforschung; Pädagogische Forschung; Identifikation; Identifizierung; Cultural influence; Kultureinfluss
Abstract	I critique in this article the construct of culture because of its centrality in creating the notion of "difference," which has been commonly applied to marginalized populations. I examine critically how the notion of culture has been theorized in educational research as a means to obtain theoretical clarity in research design and reporting, as well as inform future policy and reform efforts. I reframe the idea of culture to transcend the favored focus on background markers and include institutional and social practices to expand the unit of analysis beyond stereotyped groups or individuals. This perspective will enable us to understand how the constructs of learning, ability, and culture get increasingly intertwined with damaging consequences that perpetuate historical injustices. I illustrate the framework with a critique of Response to Intervention (RTI) by outlining the ways in which the idea of culture has been taken up in this research. The proposed standpoint empowers us to rely on a view of culture that honors its dynamic, historical, and dialectical nature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10