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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-22 |
| Number of pages | 22 |
| Journal | Educational Review |
| Volume | 67 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2015 |
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Keywords
- construct of culture
- disability
- Response to Intervention (RTI)
ASJC Scopus subject areas
- Education
Cite this
Beyond responsiveness to identity badges : future research on culture in disability and implications for Response to Intervention. / Artiles, Alfredo.
In: Educational Review, Vol. 67, No. 1, 02.01.2015, p. 1-22.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Beyond responsiveness to identity badges
T2 - future research on culture in disability and implications for Response to Intervention
AU - Artiles, Alfredo
PY - 2015/1/2
Y1 - 2015/1/2
N2 - 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.
AB - 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.
KW - construct of culture
KW - disability
KW - Response to Intervention (RTI)
UR - http://www.scopus.com/inward/record.url?scp=84940295629&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84940295629&partnerID=8YFLogxK
U2 - 10.1080/00131911.2014.934322
DO - 10.1080/00131911.2014.934322
M3 - Article
AN - SCOPUS:84940295629
VL - 67
SP - 1
EP - 22
JO - Educational Review
JF - Educational Review
SN - 0013-1911
IS - 1
ER -