TY - JOUR
T1 - Beyond culture as group traits
T2 - Future learning disabilities ontology, epistemology and inquiry on research knowledge use
AU - Artiles, Alfredo
AU - Thorius, Kathleen King
AU - Bal, Aydin
AU - Neal, Rebecca
AU - Waitoller, Federico
AU - Hernandez-Saca, David
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research and/or authorship of this article: The first author acknowledges the support of the Equity Alliance at ASU under Grant S004D080027. Funding agency’s endorsement of the ideas expressed in this article should not be inferred.
Publisher Copyright:
© Council for Learning Disabilities 2011.
PY - 2011/8
Y1 - 2011/8
N2 - The construct of culture has been largely invisible in the research and long-standing debates in the learning disabilities (LD) field, such as those pertaining to the definition of LD and how research knowledge is used in local settings. When used, the idea of culture tends to be defined as unrelated to LD and studied as restricted to individual/group traits. We challenge the culture-LD dichotomy and the limited conception of culture used in this knowledge base. For this purpose, we make the case for a cultural model of learning that can inform scholarship about the nature of LD, and we propose a culturebased model for the study of research knowledge use in professional practices. Moreover, we offer a third perspective on culture to study the strategies that the LD research community might be using to demarcate and maintain a cultureless paradigm of LD. Our discussion offers potentially rich opportunities for a culturally minded and reflexive stance in the LD field that is urgently needed in our increasingly diverse society.
AB - The construct of culture has been largely invisible in the research and long-standing debates in the learning disabilities (LD) field, such as those pertaining to the definition of LD and how research knowledge is used in local settings. When used, the idea of culture tends to be defined as unrelated to LD and studied as restricted to individual/group traits. We challenge the culture-LD dichotomy and the limited conception of culture used in this knowledge base. For this purpose, we make the case for a cultural model of learning that can inform scholarship about the nature of LD, and we propose a culturebased model for the study of research knowledge use in professional practices. Moreover, we offer a third perspective on culture to study the strategies that the LD research community might be using to demarcate and maintain a cultureless paradigm of LD. Our discussion offers potentially rich opportunities for a culturally minded and reflexive stance in the LD field that is urgently needed in our increasingly diverse society.
KW - Culture
KW - Future research
KW - Learning disabilities
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U2 - 10.1177/0731948711417552
DO - 10.1177/0731948711417552
M3 - Article
AN - SCOPUS:84924771139
SN - 0731-9487
VL - 34
SP - 167
EP - 179
JO - Learning Disability Quarterly
JF - Learning Disability Quarterly
IS - 3
ER -