Rethinking Transitions: A Reflection on Culturally Responsive and Sustaining Transition Pedagogies in the Field

Edwin Obilo Achola; James Ingram; Andrea L. Suk; Mayumi Hagiwara

doi:10.1177/21651434251331771

Rethinking Transitions: A Reflection on Culturally Responsive and Sustaining Transition Pedagogies in the Field

Edwin Obilo Achola, James Ingram, Andrea L. Suk, Mayumi Hagiwara

Educational Specialties

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

The objective of this study was to document trends and identify prioritized topics and questions relating to issues of racial and cultural equity in the Council for Exceptional Children’s Division on Career Development and Transition (DCDT), based on publications and conference presentations. Specifically, this research synthesis explored the application of a recent conceptual model that integrates key elements of culturally responsive and sustaining pedagogies (CRSPs) to examine racial and cultural equity in transition planning. Findings from this review paint a picture of equity discourses that have been marginalized in the outlets explored. Implications for the field are discussed.

Original language	English (US)
Journal	Career Development and Transition for Exceptional Individuals
DOIs	https://doi.org/10.1177/21651434251331771
State	Accepted/In press - 2025

Keywords

diversity and cultural issues
transition area

ASJC Scopus subject areas

Education
Organizational Behavior and Human Resource Management

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10.1177/21651434251331771

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title = "Rethinking Transitions: A Reflection on Culturally Responsive and Sustaining Transition Pedagogies in the Field",

abstract = "The objective of this study was to document trends and identify prioritized topics and questions relating to issues of racial and cultural equity in the Council for Exceptional Children{\textquoteright}s Division on Career Development and Transition (DCDT), based on publications and conference presentations. Specifically, this research synthesis explored the application of a recent conceptual model that integrates key elements of culturally responsive and sustaining pedagogies (CRSPs) to examine racial and cultural equity in transition planning. Findings from this review paint a picture of equity discourses that have been marginalized in the outlets explored. Implications for the field are discussed.",

keywords = "diversity and cultural issues, transition area",

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year = "2025",

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AB - The objective of this study was to document trends and identify prioritized topics and questions relating to issues of racial and cultural equity in the Council for Exceptional Children’s Division on Career Development and Transition (DCDT), based on publications and conference presentations. Specifically, this research synthesis explored the application of a recent conceptual model that integrates key elements of culturally responsive and sustaining pedagogies (CRSPs) to examine racial and cultural equity in transition planning. Findings from this review paint a picture of equity discourses that have been marginalized in the outlets explored. Implications for the field are discussed.

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ER -

Rethinking Transitions: A Reflection on Culturally Responsive and Sustaining Transition Pedagogies in the Field

Abstract

Keywords

ASJC Scopus subject areas

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