Critical Perspectives to Diversify Special Education Research: Challenging Traditional Narratives of Objectivity, Neutrality, and Science

• In Event: Equity and Inclusion in Special Education: Exploring Bias, Disparities, and Transformative Research

Abstract

Insufficient critical perspectives in Special Education research has resulted in decades of racist and inequitable policy and practices for minoritized students in the United States. Traditional viewpoints toward research under the guise of empiricist science have dominated the special education field, thus preventing transformative research on social justice. As a result, we conducted an inquiry to (a) examine [critique] how Special Education’s self-imposed narrow vision of research, especially its claims about “objectivity” and “neutrality”, are elevated above all other ways of knowing and (b) reflect on how critical perspectives in special education research could diversify the field. For our inquiry, we used Critical Race Theory (CRT) as the overall framing, applying two theories derived from it – DisCRT and QuantCrit.

Authors

• Nicholas S. Bell, University of Connecticut

• Donna Y. Ford, The Ohio State University

• David J. Connor, Hunter College - CUNY

• LaRon A. Scott, University of Virginia