Critical Education <p><em>Critical Education</em> is an international peer-reviewed journal, which seeks manuscripts that critically examine contemporary education contexts and practices. <em>Critical Education</em> is interested in theoretical and empirical research as well as articles that advance educational practices that challenge the existing state of affairs in society, schools, and informal education.</p> Institute for Critical Education Studies en-US Critical Education 1920-4175 <p>Authors who publish with <em>Critical Education</em> agree to the following terms:<br><br></p> <ol type="a"> <ol type="a"> <li class="show">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="" target="_new">Creative Commons Attribution License</a> that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <ol type="a"> <li class="show">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> </ol> </ol> <p>&nbsp;</p> <ol type="a"> <li class="show">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See <a href="">The Effect of Open Access</a>).</li> </ol> Rhizomatic Research Design in a Smooth Space of Learning <p>Racial disproportionality in special education is a symptom of larger social justice problems in a racially stratified society. Despite the favorable expectation of the effects of culture-free, universal and objective “evidence-based” interventions in serving students from nondominant groups, overrepresentation of students of color in special education continues to hinder efforts at achieving equity in and through education. In this article, we draw on Deleuze and Guattari’s rhizome metaphor and Vygotskian cultural-historical activity theory to analyze the dominant paradigm for intervention research in special education. We illustrate how the naturalized a priori assumptions and practices have contributed to the reinforcement of the racialization of disability. We then offer a rhizomatic research design as an alternative in which teachers, parents, students, administrators, university researchers, and community members engage in collective knowledge production and decision-making activities to develop systemic solutions to racial disproportionality within their local contexts.</p> <p>&nbsp;</p> Dosun Ko Aydin Bal ##submission.copyrightStatement## 2019-08-08 2019-08-08 10 17 10.14288/ce.v10i17.186433