Intersectionality: A pathway towards inclusive education?

Bešić, Edvina

doi:10.1007/s11125-020-09461-6

Cited by 58 publications

(31 citation statements)

References 31 publications

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“…The concept of intersectionality originates from feminist, gender, and race studies [51] and is currently used in (mainly qualitative) educational research to understand the educational inequalities grid [52]. The central idea of this is that students from minority groups belong to more than one social group at the same time and experience interrelated discrimination both at an individual and institutional level [53]. Therefore, the intersectional approach offers opportunities to analyze qualitative differences and similarities within groups and multiple, cross-sectional inequalities between those groups [54].…”

Section: An Intersectional View Of Recognition Experiencesmentioning

confidence: 99%

Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece

et al. 2021

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Adopting the theoretical approach of recognitive justice and the degree of students’ recognitive experiences regarding empathy, respect, and social esteem, the present study focused on educational inequalities in the multicultural school and the factors that affect their appearance and reproduction. We examined the existence of social relations’ differences in a sample of 1303 students from 69 secondary schools in Greece, using a questionnaire constructed to investigate students’ recognitive experience of their relationships with teachers. By applying an intersectional approach, mainly through multiple regression analysis and multivariate interaction tests with MANOVA, we were able to identify that migrant students and students from families with a low educational level experienced a significantly lower degree of recognition, mainly with the forms of respect and social esteem, both in their relationships with teachers and with peers. Additionally, levels of recognition among teachers explained the large amount of variability in academic achievement and self-esteem, while higher levels of recognition among peers were a significant predictor of the respective students’ higher self-esteem. These deficits in recognition concern pedagogical practices that deprive these groups of students of opportunities and possibilities for equal participation in teaching and school life.

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Section: An Intersectional View Of Recognition Experiencesmentioning

confidence: 99%

Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece

et al. 2021

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“…For example, students who are learning English can have decreased achievement scores, not due to difficulties in their learning but their linguistic barriers preventing them from accurately responding to assessment [26]. Both academic and social-psychological outcomes vary according to students' intersectional identities (i.e., ethnic-racial, linguistic, socioeconomic, sex, disability) [44].…”

Section: Intersectional Identities In Ld Identificationmentioning

confidence: 99%

Examining Learning Disabilities in Schools through an Intersectional and Equitable Lens

Leung¹

2022

Learning Disabilities - Neurobiology, Assessment, Clinical Features and Treatments

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This book chapter examines the intersection between learning disabilities (LD) and other marginalized identities to understand the diverse experiences of students with LDs and the disproportionalities that exist in LD identification and support in schools. Largely driven by the history and evolution of inclusion of disabilities in schools, Response to Intervention (RtI) arose as a model designed to increase academic performance among students with and without disabilities. Though RtI is a model shown to minimize inappropriate identification of LDs, intersectionality must be taken into consideration to understand the disproportionate representation of culturally and linguistically diverse (CLD) students in special education. Data from the National Assessment of Educational Progress suggest social factors (e.g. socioeconomic disadvantages, racial and ethnic intersection) as a potential cause for disproportionate representation and points to a need to further understand the disproportionality of different groups of students being over- or under-identified to receive special education services.

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“…Inclusivity in the school policies paves the way for all students to access and experience equal participation (UNESCO, 2005) in the virtual learning environments or the educational system as an entirety. Bešić (2020) argued that because of the changing conditions permeating in the world, inclusive education needs to be redefined in a deeper understanding to include all the students in school outworking no matter their situations.…”

Section: Prospects Of Special Education Teachers In Post-pandemicmentioning

confidence: 99%

“…Amidst this panoply of adversity, 'children may be at higher risk than in normal times for abuse or neglect, and with protective care agencies also working under extreme and strained conditions, recognition and intervention may be delayed' (Witt et al, 2020, p.2). Consequently, the pandemic heightens the stage for inequalities (Bešić, 2020;Brown, 2020;Dávalos et al, 2020;Hansen & Yracheta, 2019;Poletti & Raballo, 2020) until the postpandemic world, as these groups have not received the support that they seriously need during this emergency.…”

Section: Introductionmentioning

confidence: 99%

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‘Sana All’ Inclusive Education amid COVID-19: Challenges, Strategies, and Prospects of Special Education Teachers

Toquero

2021

RIMCIS

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People with Special Educational Needs and Disabilities (SEND) are confronted with diverse challenges as COVID-19 caused tremendous disruption in face-to-face educational settings. Apart from this situation, teachers are also facing difficulties in making their lessons adaptive and responsive to the educational learning needs of people with SEND. This article explores the challenges, strategies, and prospects of teachers for inclusive education during the pandemic. Using a qualitative approach, the researcher gathered data through Messenger chatbot and emails with five special education teachers in the Philippines. Findings revealed that the teachers’ experience educational apprehensions, intermittent virtual socialization, and psychological crisis. However, the teachers assisted the parents in supervising their children with disabilities' through online communication, homeschooling, parental engagement, psychological safety, and empathetic language strategies. The special education teachers also look forward to inclusivity in school policies and government-driven emergency interventions for people with developmental disabilities.

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Intersectionality: A pathway towards inclusive education?

Cited by 58 publications

References 31 publications

Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece

Recognitive Justice and Educational Inequalities: An Intersectional Approach Involving Secondary Grade School Students in Greece

Examining Learning Disabilities in Schools through an Intersectional and Equitable Lens

‘Sana All’ Inclusive Education amid COVID-19: Challenges, Strategies, and Prospects of Special Education Teachers

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