教育中障礙與種族／族群的交織：障礙批判種族理論之範域文獻回顧

THE INTERSECTION OF DISABILITY AND RACE/ETHNICITY IN EDUCATION: A SCOPING REVIEW OF STUDIES ON DISABILITY CRITICAL RACE THEORY

研究目的
有鑑於臺灣對障礙批判種族理論（Disability critical race theory，簡稱DisCrit）的陌生，以及障礙研究強調障礙者經驗知識的重要，本研究首先引介DisCrit理論，接著透過範域文獻回顧，系統性統整和分析使用DisCrit理論，且研究參與者包含中學以下學生之質性研究現況，研究結果有助於推動國內的障礙教育研究朝向交織性批判視角。
研究設計／方法／取徑
本研究以範域文獻回顧為方法，並以2013至2024收錄於Scopus資料庫的文獻為範圍，系統性篩選使用DisCrit理論，且資料來源包含學前至中學教育階段學生的實證性質性研究，並針對研究參與者的身分標識、研究國家、資料來源、研究議題及所援引理論進行資料萃取、統整與分析。
研究發現或結論
研究結果發現，研究參與者的障礙和族群身分相當多元，且DisCrit理論的影響力已經延伸至美國以外的區域，進入歐洲及亞洲。研究議題除了圍繞長期被漠視的多重壓迫身分學生的學校教育經驗外，另外一個議題是學校到監獄之路。此外，回顧的文獻有超過半數除了DisCrit理論外，還透過援引其他理論架構，以更複雜、多面向的視角分析研究議題。
研究原創性／價值
本研究不僅有助於提升臺灣教育研究對DisCrit理論的關注，亦透過範域文獻回顧的方法，統整以DisCrit理論為基礎、並以學生經驗為資料來源的質性研究，進而促進臺灣教育研究從質性研究取經出發，探究障礙、族群與性別等多重身分交織下的不平等議題。
教育政策建議或實務意涵
本研究呼籲臺灣的教育研究不僅應更加關注批判障礙研究，亦應朝向具族群等多重身分交織性的視角，以接軌當前國際教育障礙研究的趨勢。此外，在探究教育場域中障礙與族群的交織議題時，應拓展出更多元的資料收集方式以及研究命題，特別是來自非主流族群且具特殊教育身分的學生，其壓迫經驗和日常抵抗策略。最後，建議在《特殊教育統計年報》，針對學生的族群身分建立更完整的統計資料，以作為未來相關研究與政策制定的基礎。

Purpose
Disability critical race theory (DisCrit) is a crucial emerging framework in educational research. Given the limited familiarity with this theory in Taiwan and the growing emphasis on understanding the lived experiences of students with disabilities, this study systematically examined qualitative DisCrit research on school students. The goal of this study was to advance educational research in Taiwan through an intersectional lens based on disability and race/ethnicity.
Design/methodology/approach
This study conducted a scoping review on literature published from 2013 to 2024 indexed in the Scopus database. The present study extracted, synthesized, and analyzed data on the following from the identified studies: the student’s identity, the country in which the study was conducted, the types of research data used, the research topic, and additional theoretical frameworks used.
Findings/results
The reviewed studies included participants of different races/ ethnicities who collectively had a diverse range of dis/abilities. An examination of these studies indicates that the influence of DisCrit has extended beyond the United States to regions such as Europe and Asia. In addition to the educational experiences of students with multiple marginalized identities, the school-to-prison pipeline was a crucial research topic in the examined studies. Notably, more than half of the reviewed studies incorporated additional theoretical frameworks alongside DisCrit, which facilitated more nuanced and multifaceted analyses of student experiences.
Originality/value
This study contributes to efforts at raising awareness of DisCrit in educational research in Taiwan. By doing so, it aims to promote the use of qualitative approaches for investigating inequality-related problems arising from the intersection of disability, ethnicity, gender, and other social identities in Taiwan.
Implications for policy/practice
This study advocates for educational researchers in Taiwan to not only place greater emphasis on critical disability studies but also adopt intersectional perspectives that consider multiple identities, such as ethnicity and gender, thereby aligning with current international trends in disability studies within the field of education. Furthermore, to explore the intersection of disability and ethnicity in Taiwan’s educational settings more effectively, educational researchers should diversify their data collection methods and research topics to comprehensively capture experiences related to oppression and everyday resistance among special education students from nondominant ethnic groups. Finally, the Annual Report on Special Education Statistics should include more comprehensive and detailed data on students’ethnic backgrounds to support future research and policy development.