挑战"规范":对研究中聋人听力比较研究的批判性看法
Leala Holcomb1, Wyatte C Hall2, Stephanie J Gardiner-Walsh3
1University of Tennessee, Knoxville, Knoxville, TN 37996, United States.
Journal of deaf studies and deaf education
|November 4, 2024
概括
比较聋人和听觉人士的研究往往含有偏见和方法上的缺陷. 包括聋人参与研究对于准确和道德的聋人教育研究至关重要.
科学领域:
- 聋人研究 聋人研究
- 教育研究教育研究
- 科学社会学科学社会学
背景情况:
- 在教育中比较聋人和听力人口的研究面临着重大的方法论挑战.
- 现有的研究经常忽略了固有的偏见对研究结果的影响.
研究的目的:
- 批判性地分析聋人听力比较研究中的偏见和方法缺陷.
- 评估聋人教育当前研究实践的伦理影响和可靠性.
主要方法:
- 对比聋人和听力人口的20项最常被引用的研究进行系统审查.
- 对反复出现的方法论谬误和假设进行定性分析.
主要成果:
- 确定了反复出现的偏见,包括听力规范的假设,小/异质样本,以及变量的误解.
- 展示了研究如何经常反映白人,听力,单语言英语说话者偏见,延续能力主义和边缘化聋人观点.
- 突出了偏见研究和优生学影响的意识形态之间的联系.
结论:
- 目前在聋人教育中的研究方法通常是不可靠的,并且在道德上受到损害.
- 在整个研究过程中,有必要将聋人纳入有意义的,积极的角色.
- 未能整合聋人观点,就有可能使研究与聋人社区保持脱节.
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