Ready or not: intersectionality is sweeping across classrooms in largely student-led strokes. Luckily, Patricia Hill Collins and Sirma Bilge, women who’ve penned texts to the tune of critical inquiry and praxis for years, remind us what intersectionality means and how it emerges in their latest collaboration, Intersectionality. Their book highlights concerns with intersectionality’s institutionalization while simultaneously arguing that many colleges and universities have missed opportunities to connect with the ways students live intersectionally (through jobs, sports, care-roles, and so on) (47). Urging readers away from insincere “diversity” and “cultural competence” claims, they explain that readers with vested interested in education work in contexts where “some forms of diversity remain more desirable than others” and that taking intersectionality seriously means engaging in critical, collaborative, coalition-building work “with people who really are different” (174, 169).
This descriptive study examined the topography, rate, and function of gestures expressed by seven children who are congenitally deaf-blind. Participants expressed a total of 44 conventional and idiosyncratic gestures. They expressed 6–13 communicative functions through gestures and 7 functions through a single type of gesture. They also expressed idiosyncratic gestures and used specific gestures for functions other than those that are typically associated with those gestures.
The study of transinstitutionalization necessarily varies by context. In this issue we guard against misconceptions that institutionalization is an action that took place in the past, whose loose ends we are now trying to tie together and where contemporary institutionalizing conditions are merely legacies that will, in time, fade away. To think of institutionalization as something of the past is to gently scratch its surface. And, given the wide breadth of transinstitutionalization and the many lives and stories it encompasses, we are aware of the limitations of covering this vast topic in one special issue. Yet, following a call to include disability in developing new approaches to understanding modernity (Van Trigt, 2019), our aim with this collection is to gather the latest research and reflections on transinstitutionalization as a topic that can take flight in our theoretical and cultural imaginations, a topic that can help us transcend the dangers of “theoretical complacency” that come with imagining the ongoing as a past, one-time thing (Bauman, 2000, p. 3).
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