The following paper explores the way scientific research, as it is commonly defined, has been used to continue the marginalization and subsequent dis/abilization of students based on racial, cultural, and linguistic identities. Starting with a historical perspective, we trace the role of scientific research in the support of white supremacist, ableist societal mechanisms, as well as the emphasis on scientifically-based research in educational policy and practice. We call for an expansion of the definition of scientific research to emphasize mixed and multiple methods guided by the principles of participatory, emancipatory, and decolonizing methodologies.
Petit-McClure, Sara H. and Chelsea Stinson. "Disrupting Dis/abilization: A Critical Exploration of Research Methods to Combat White Supremacy and Ableism in Education." Intersections: Critical Issues in Education 3, 2 (2019). https://digitalrepository.unm.edu/intersections/vol3/iss2/4