Intersectionality and Impact

Impact

One of the readings from this week, Intersectionality as a Framework for Transformative Research in Special Education, was truly life changing and perspective altering (Garcia & Ortiz, 2013). This article was particularly eye-opening because it highlighted and delved into an area of research that I have rarely considered nor at the depth that the authors covered it. As a classroom educator, I’ve often considered my identity, positionality, the funds of knowledge that all stakeholders bring to the classroom, and even the power that I personally held by covering or not covering topics, the texts that were selected and even the people that I recognized historically. In the article, Garcia and Ortiz gather a arsenol of research to really support and propose a framework of intersectionality in research in special education. Through their article however I really have connected with the importance of delving deep into my many identities, the identities of my prospective research community, my insider/outsider status in relation to that community, my biases and stereotypes, the nature of my research, the appropriateness of the knowledge that is to be gleaned, and even who will benefit from that knowledge.

Garcia and Ortiz highlight the importance of this researcher reflexivity because of its nature to impact what we deem as important research, the methods we employ and even the communities we involve in that research. It is possible that my past experiences, skills, and knowledge base comprise, in essence, who I am and therefore who might or might not be integrated into this research that I orchestrate. The authors do an excellent job of highlighting that the inclusion or exclusion of certain subgroups extends our knowledge of them and builds on the holistic body of research that exists. On the flipside of the coin, if our research does not include certain peoples, our knowledge of them does not increase and nor does that information, perspective, unique knowledge become a part of our holistic knowledge from research.

The authors even highlighted an important element of value within the research community that stems from the What Works Clearinghouse which excludes interventions for ELL students that are performed in languages other than English (pg 39). This inherent valuing of interventions done in English over others that are performed in other languages hurts the overall body of research on supporting ELL students as it automatically excludes a whole other body of work that appears to not align with the organizations socio-political beliefs on language instruction. If The Clearinghouse is supposed to be a gathering of what works so that this information can guide political, district and school leaders in a decision-making process, then all interventions surrounding this population should be considered and analyzed.
Throughout my entire reading, highlighting and notetaking of this article I found myself continuously nodding my head in agreement, saying, “huh, hmmm, huh”. I really connected with the topic and found myself convicted in analyzing my own scholar/researcher identify closely, the community of learners who will and will not be a part of my research, the knowledge that I hope to glean, who will benefit from that knowledge and the methods in which it will be gathered. One question or nagging thought that has persisted throughout the article and continues to surface at the conclusion of reading it would be, when is it healthy or right to participate in research and when isn’t it and who helps to make that call? What if, in my researcher reflexivity, I illuminate areas of bias and stereotypes within my own lens, how do I go about remediating these deficiencies? How do I even notice that I have these? Is this something that can only be explored and identified in groupings of “different’ people? If I have biases, does that mean I should not participate in research at all, to some degree, or only in community of others? How do I move forward after my initial reflection and declaration of my position? Do I engage in this process at every stage of research seeing as that it is often the acquiring of knowledge and interaction with others that does alter one’s identity?

I guess the “bottom line” or greatest connection I feel as though I can take away from this article, is that I have a lot of identity searching and clarifying to do and that it appears that the only way that I can most “safely” traverse the difficult task ahead is to be transparent and in communion with many different people to engage in the reflective and growing process. Earlier, I stated that this article was perspective altering, which it has been, but even more honestly it appears to have been spring-boarding in its effect. It deeply causes me to ask, “What IMPACT will the act of my researching have? Really, what impact and why?”.

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Has spent six years in education as a classroom teacher and administrator at the K-12 level and another three more years as a clinical instructor and curriculum coordinator in higher education. Personally and professionally holds great interest in online learning K-20.

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1 comment — post a comment

Connie Hahne

Your questions at the conclusion of the article are important to keep in mind through each step of research. I would counter, if sometimes our “biases” are what actually drive our passion for research and impact change. How will the impact we want to make actually change us as scholars and on personal levels as well. Will we be cognizant of these changes during the transformation? Great blog! Very insightful!
Connie

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