Social indexology, neoliberalism and racialised metrics: legitimising the ‘inferiority’ of Global South countries

Identity Making as a Colonization Process, and the Power of Disability Justice to Cultivate Intersectional Disobedience

“…In other words, this group's representational grammar illuminates that the students could say through a rhetoric of 'equity' or 'social justice' that disability is or can be socially constructed, but their representational structure unveiled the lacking connection between science as discipline that has been historically used to mark identities as different from one another, thereby denying agency of Self. In this way, the cultural fixation of Western Modern science that supports identity making as a process of colonization historically and in the present day [52,53] is left to assumed neutrality-that science is truth and beyond bias-which sustains a rigid grammar that, while seemingly innovative, merely masks the colonialities of power present in our schooling designs: Namely that disability, unlike race and gender, is at best a biologically-determined phenomenon 'in need' of 'special' curative solutions to barriers that the disabled body produces. This harks back to the rhetoric of colonization as a process of identification to situate difference within the body (vis-à-vis melanin that creates skin colors and genitalia that are assumed to exist solely for reproduction) rather than interro-gating how contexts fail to support these students' learning needs because of commitments designed to uphold social stratification.…”

“…making as a process of colonization historically and in the present day [52,53] is left to assumed neutrality-that science is truth and beyond bias-which sustains a rigid grammar that, while seemingly innovative, merely masks the colonialities of power present in our schooling designs: Namely that disability, unlike race and gender, is at best a biologically-determined phenomenon 'in need' of 'special' curative solutions to barriers that the disabled body produces. This harks back to the rhetoric of colonization as a process of identification to situate difference within the body (vis-à-vis melanin that creates skin colors and genitalia that are assumed to exist solely for reproduction) rather than interrogating how contexts fail to support these students' learning needs because of commitments designed to uphold social stratification.…”