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Using Ideology: Cases of Nonrecognition of the Politics of Research and Practice in Special Education
Ellen Brantlinger
Indiana University
This critical review focuses on 13 articles and 5 book chapters by prominent special education scholars. These authors write in support of a continuum of special education services and recommend that only the results of empirical research should inform special education practice. They also express wariness about the concept of inclusion and the direction of the inclusion movement. In touting the superiority of their own scholarship, they accuse inclusion supporters of being political, subjective, and ideological. This article challenges the supposed neutrality of the special education status quo and the moral grounding of the reviewed authors’ position. Drawing from the insights of theorists who study ideology, the analysis sheds light on the ideological nature of the reviewed authors’ own writing. The major recommendation put forth in this article is that scholars and other professionals need to think seriously about the impact of their educational preferences on the least powerful members of society if equity in schooling is to be realized.
Review of Educational Research, Vol. 67, No. 4,
425-459 (1997)
DOI: 10.3102/00346543067004425
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