Introduction

Reflexive Quality Criteria: Questions and Indicators for Purpose-Driven Special Education Qualitative Research

“…Quality criteria urge researchers to be transparent about their access to and use of power and the privileges afforded by the QR process. This transparency means noting a long history of exclusion and marginalization by researchers and research situated in marginalized communities (e.g., immigrant, Black, disabled) that does little, if anything, to improve the lives and educational outcomes of members of those communities (Crenshaw et al, 2019;Esposito & Evans-Winters, 2022). Tuck (2009) suggested that many outsiders have benefited from documenting damaging narratives about communities and that these communities must now hold researchers accountable for advancing equitable research frameworks to promote change.…”

“…Research can move beyond narratives of brokenness, pathology, and damage by examining dialectical understandings of disability as a multifaceted, situated experience that is nonetheless negotiated and navigated in agentive, resilient, and powerful ways. Specifically, research that considers both marginalization and resilience illustrates how disability can be affected by complex experiences, such as exposure to structural inequalities and access to cultural capital, or language barriers and linguistic ingenuity (Crenshaw et al, 2019;Kangas, 2020). For example, Romano et al (2023) found that as transition planning for students who were identified at school as disabled English learners often focused on immediate challenges, such as passing English fluency exams, families and the students themselves pursued postsecondary education and career development planning outside of school.…”

Disrupting Dominant Narratives and Privilege: Teaching Black Women’s Enterprise and Activism

“…Dominant narratives also privilege theories and frameworks from the Global North and ignore the Global South (Alcadipani et al, 2012). Finally, management research frequently invokes a kind of colorblindness found throughout the Academy (Crenshaw et al, 2019). Teachers advocate equality but do not consider how racism, sexism, and classism create and perpetuate biased disciplinary content, classroom policies, and pedagogical practices that negatively impact marginalized students (Love, 2019).…”

Evading Race: STEM Faculty Struggle to Acknowledge Racialized Classroom Events

“…, 2022 ), higher education ( Yosso et al. , 2004 ; Crenshaw et al. , 2019 ), and social science and education research ( Bonilla-Silva and Baiocchi, 2001 ; Harper 2012b ).…”