Global conversations: recovery and detection of Global South multiply-marginalized bodies

Iqtadar, Shehreen; Hernández-Saca, David I.; Ellison, B. Scott; Cowley, Danielle M.

doi:10.1080/13613324.2021.1918412

Cited by 11 publications

(11 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The latter of which do not account for an intersectional nature of the academic, social and emotional realities of BIYOC students. In turn, these constitute the ability and racialized policy master narratives of [13][14][15] and are (re)produced under the guise of good intentions and civil rights ideals. The very premise of law, policy and praxis remains unchallenged.…”

Section: Praxical Methodological and Theoretical Plurality And Our Co...mentioning

confidence: 99%

A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens

Hernández-Saca,

Voulgarides,

Etscheidt

2023

Education Sciences

Self Cite

View full text Add to dashboard Cite

We conducted a critical systematic literature review on global inclusive education and law. The critical review questions were: (1) how have scholars theorized, conceptualized, and studied global inclusive education? (2) How do scholars define global inclusive education? (3) And what do scholars cite as prominent international inclusive education law? We ask such questions given the ongoing global crises that situate historically marginalized groups in even more precarious positions—including students with dis/Abilities. Given this framing, we employed a critical systematic literature review that is cognizant of our positionalities, writing from the Global North, so that we can identify lines of inquiry related to global inclusive education that can disrupt global cultural hegemony. Global inclusive education was defined broadly from access to employment through a human right, systemic change, academic, social and emotional frameworks for students with dis/Abilities’ inclusion of all “regardless” of markers of difference. International inclusive education law was approached by affirming the aspirational visions of numerous United Nations’ conventions and policies that focused on social justice for Black, Indigenous and Youth of Color with dis/Abilities in education and global society, without necessarily accounting for the interactions between how macro (legal), meso (local contexts) and micro (student voices) are or are not considered in the global inclusive space.

show abstract

Section: Praxical Methodological and Theoretical Plurality And Our Co...mentioning

confidence: 99%

A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens

Hernández-Saca,

Voulgarides,

Etscheidt

2023

Education Sciences

Self Cite

View full text Add to dashboard Cite

show abstract

“…Such approaches should involve deconstructing negative representation and meanings of disability, accepting disability as an integral part of human variation (Connor, 2014) while allowing room for the emotion work involved in revaluations of disability (Wechuli, 2022). Importantly, knowledges from the global south should be included to prevent further (epistemological) injustice and to ensure just understandings of the complexities of disability and intersectionality (e.g., Campbell, 2020;Grech, 2015;Iqtadar et al, 2021;Nguyen, 2018).…”

Section: Dis/ability and Occidental Educationmentioning

confidence: 99%

“…In order to do so, integration of knowledge about inclusive education and a DS perspective in teacher-training is essential (Bunbury, 2020;Jain, 2020;Kelly et al, 2022;Podlucká, 2020). Additionally, literature shows that disability as diversity needs to be part of all other aspects of education including the philosophy of education, curriculum (including learning assessment approaches), and pedagogy (Connor, 2014;Dohmen, 2016;Grech, 2015;Iqtadar et al, 2021;Kelly et al, 2022;Nieminen, 2023;Podlucká, 2020;Taylor, 2015). True (academic) disability inclusion also requires interdependence and social epistemologies (Nieminen, 2023).…”

Section: Shifting Paradigmsmentioning

confidence: 99%

“…This critique extends to formulation of the CRPD and the SDG's, e.g. ; prioritizing understandings of disability from the global North; focussing on productivity and individual autonomy (neoliberalism) and a lack of diverse understandings of dis/ability within the CRPD (Iqtadar et al, 2021) and a lack of pluralist-participatory discourse within the goals and targets of the SDG's, separating processes of change from history, time, place and social actors (Cummings et al, 2018). The authors therefore explicate that although this paper presented an international literature overview, frameworks were then applied as a lens to reflect on (the lack of) disability inclusion in Dutch HE.…”

Section: Situating Knowledgementioning

confidence: 99%

See 1 more Smart Citation

Integration of a Disability Lens as Prerequisite for Inclusive Higher Education

Spaan,

Van Trigt,

Schippers

2024

EJIE

View full text Add to dashboard Cite

PURPOSE. Occidental higher education often approaches disability as a disparate issue, failing to recognize that it is part of human diversity. Such an approach hinders inclusive education because it overlooks how disability is intertwined with other identities and concepts of exclusion. The overarching aim of this paper is to enhance understanding of (intersecting) disabling processes within education policy and practice and the impact thereof on students; and to raise educators’ awareness about how integration of knowledge from Disability Studies within pedagogy and their daily interaction with students, can positively influence disabled students’ wellbeing, their study opportunities and aid the overall process of inclusion. APPROACH. This paper offers a disability lens by (1) presenting a literature overview from a Disability Studies (DS) perspective about disability and exclusionary phenomena, in particular disablism and ableism; (2) substantiating how a current focus on accessibility hinders actual inclusion; (3) analysing a case-study through the presented perspective with attention to Dutch contextual factors. For the case-study, the first author and ‘Tess’ engaged in regular conversations during a year in which Tess shared her experiences as a student of higher education. In this paper, a selection of these experiences is presented from a reflexive perspective and with application of the presented frameworks. With this, the complex impact of exclusionary processes on interactions between students, educators and on the organization of university involved (social) events is illustrated. FINDINGS. The lack of nuanced, fluid and intersectional approaches to disability within mainstream education hinders the recognition of (epistemic) injustices. Exclusionary processes and practices in higher education remain unacknowledged, although they negatively impact disabled students and block their epistemic contribution. Moreover, the continued focus on accessibility hinders implementation of the international convention on the rights of persons with disabilities and deflects attention from the fact that inclusive education requires systemic change and a multi-layered approach. KEY MESSAGE. The current trajectory of disability inclusion is counterproductive without true systemic change. Integration of the presented disability lens is imperative for truly intersectional approaches to inclusion and offers educators a way to positively influence students’ wellbeing and identity development, even when policy changes are not yet achieved. Points of interest: Knowledge and attitudes about disability in higher education systems, in policies and practice, often do not portray disability from the perspective of disabled people themselves. There is also a lack of understanding how disability is part of human diversity and is intertwined with other identity aspects. Because higher education often focusses on including disabled people in existing systems by way of individual accommodations rather than on changing the design of the system, disabled students experience various forms of exclusion, varying from opportunities to study to the way they are approached by educators, that effect their wellbeing. The usefulness of disability studies theory is illustrated by applying them to the experiences of ‘Tess’, demonstrating how her personal and professional life was influenced by them. We argue that policies need to change and that educators themselves can work on true inclusion by recognising disability as diversity and by integrating up-to-date knowledge from the perspective of disabled people themselves in their approaches.

show abstract

“…In addition to strategic solidarities, we have been heartened by the ways that DisCrit has been taken up across a range of disciplinary locations, such as law (Morgan, 2022; Payne-Tsoupros, 2021) and international studies; has traveled across geographic borders (Migliarini et al, 2022), specifically into the Global South (Iqtadar et al, 2021; Sarkar et al, 2022); and has been used to address issues of language (Phuong & Cioè-Peña, 2022), citizenship, immigration (Padía & Traxler, 2021), ethnicity, and decoloniality (Lawyer, 2022; Padilla, 2021). Within education, DisCrit has moved into conceptualizing rural spaces (Fornauf & Mascio, 2021), teacher education (Banks et al, 2022), higher education (Shallish et al, 2022), the experiences of developmentally disabled Youth of Color (Clark et al, 2021; Miller et al, in press), and Latinx and Black mothering and families (Love et al, 2021; Ocasio-Stoutenburg, 2021; Torres, 2021).…”

mentioning

confidence: 99%

Introduction to the Special Issue-Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education

Annamma

Ferri

Connor

2022

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

This article provides the introduction to a special issue of the Teachers College Record (TCR) “Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education”. We begin by revisiting the seven tenets of DisCrit and citing a truncated intellectual geneology. Next, we trace the importance of a TCR special issue recognizing the mutually constiutive oppressions of racism and ableism. We then briefly describe the powerful premise and substantive contributions of the eight featured articles in this special issue. Each article is featured due to its commitments to link DisCrit theory to practice – engaging praxis through empirical research and/or theoretical engagements examining higher education, teacher education, state standards, k-12 education, carceral education, and international education using a variety of rigorous methods. By taking on racism and ableism across disciplinary boundaries and geographic borders, the contributors to this special issue break open new possibilities.

show abstract

Global conversations: recovery and detection of Global South multiply-marginalized bodies

Cited by 11 publications

References 36 publications

A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens

A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens

Integration of a Disability Lens as Prerequisite for Inclusive Higher Education

Introduction to the Special Issue-Imagining Possible Futures: Disability Critical Race Theory as a Lever for Praxis in Education

Contact Info

Product

Resources

About