NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1415975
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0161-956X
EISSN: EISSN-1532-7930
Marginalization at the Intersection of Language, Culture, and Disability: Systemic Contradictions Perceived by Special Education Teachers in Serving Culturally and Linguistically Diverse Students with Disabilities in South Korea
Yehyang Lee; Dosun Ko; Sumin Lim
Peabody Journal of Education, v99 n1 p42-64 2024
In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with disabilities. Drawing on an interdisciplinary lens informed by disability critical race theory and cultural-historical activity theory, we conducted an instrumental case study to investigate the systemic contradictions that special education teachers experience in serving CLD students with disabilities. The results highlight how the intertwining of ethnicity-based racism, monolingualism, and patriarchal ideology shapes (in)visible deficit ideologies that mediate teachers' everyday interpretation, pedagogical practices, evaluation, and communication. Coupled with harmful deficit ideologies, the lack of systemic support in special education policies and practices consolidates the interlocking marginalization of CLD students with disabilities and their families at the intersection of language, culture, and other identity badges.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A