Pursuing Inclusive Schools: The Case of Youth Researchers of Color Expanding a New Vision

Abstract

This qualitative study examines how youth of Color with and without disabilities used youth participatory action research (YPAR) to advance a youth-centered conceptualization of inclusive education (IE). We examined data over the course of an academic year, which included weekly video recordings of whole-group and small-group interactions in the YPAR meetings, participant artifacts, youth and school adult interviews, and weekly adult researcher reflections. Using an interdisciplinary theoretical framework, we used inductive and deductive ethnographic approaches to code and categorize data. Findings indicate that both YPAR youth and school personnel contended with a lack of resources, but only youth identified relational tensions with their teachers. YPAR youth re-envisioned an action-oriented school with new teacher–student relationships, whereas school personnel wanted student voice but for academic rather than emancipatory outcomes. A youth research presentation functioned as a critical tool for personnel to re-envision equity through a youth-centered vision. The findings make the case for a participatory era of IE that centers the experiences of historically marginalized youth.

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

“…These factors include the legacies of racism, ableism, sexism, and other forms of inequitable power that have consistently been coupled with denials of their very existence (Annamma et al, 2017). For example, González et al (2019) recognized complexity by presenting and explaining differentiated data collection and analysis for and by constituencies of researchers and students who aimed to understand school change in the pursuit of equity. 2.…”

“…This involves an active increase in participant and community agency alongside researchers' understanding of their own positionality and relationship to community and participant goals. Disability agency can be realized in varied ways in special education QR, including listening to students with disabilities and their experiences (e.g., Connor, 2008;Keefe et al, 2006;Mueller, 2021) and providing opportunities to incorporate youth and family first-person experiences into policy and practice (González et al, 2019;Zagona et al, 2019). For example, via journey mapping and qualitative interviews, researchers have analyzed the specific strategies girls of color with disabilities used to resist being positioned at the intersection of racial and gender hierarchies (Annamma, 2014;Ferri & Connor, 2009).…”

“…For example, expanding research teams to include community members whose experiences, voices, and knowledge inform the process is commonly part of participatory qualitative methodologies known to advance equity (Connor, 2008;González et al, 2019). Intentionality.…”

Apprendre à tenir compte des voix des élèves autistes dans la formation initiale pour soutenir l’éducation inclusive

“…L'éducation inclusive est définie comme un processus de réduction des obstacles à la présence, à la participation et à l'apprentissage de tous/tes les élèves sans en exclure, qui s'inscrit dans un changement de la culture scolaire (Ainscow, 2020). Si les définitions de l'éducation inclusive ne précisent pas explicitement le rôle des enfants (Messiou, 2019), plusieurs auteurs/trices soulignent la nécessité d'entendre les voix des jeunes pour soutenir le projet de l'éducation inclusive (Ainscow, 2020 ;Andriana & Evans, 2020 ;Gonzalez, et al, 2019). En ce sens, en donnant de la place aux points de vue des élèves, des recherches permettent de mieux comprendre comment soutenir l'engagement des élèves (Dunleavy, 2008in Gordon, 2010, d'identifier les biais dans les pratiques scolaires (Andriana & Evans, 2020) et d'apporter de nouvelles perspectives sur les inégalités vécues dans les écoles (Gonzalez, et al, 2019).…”

“…Par ailleurs, lorsque les élèves qui vivent des difficultés scolaires sont consulté-es, les changements restent souvent en surface et visent l'amélioration des résultats scolaires plutôt que des changements de culture ou l'émancipation des jeunes (Andriana & Evans, 2020 ;Gonzalez, et al, 2019). Pour tendre davantage vers l'éducation inclusive et accorder une véritable place aux voix des jeunes, incluant celles des élèves autistes, diverses pistes sont envisagées.…”