Race, Class, and Ability

• In Event: 31.064 - Disabling Race and Racing Disability: Developing DisCrit

Abstract

1. Objectives
The objective of this paper is to explore the way in which all young people, whatever their learning difficulties or disabilities, are urged to invest in their own human capital and compete with each other in stratified school systems and uncertain job markets.

2. Theoretical framework
This paper will explore connections between Critical Race Theory and Disability Studies in Education, or DisCrit. I ask what happens to those who have difficulty in learning to minimal levels of literacy and numeracy, fail to attain constantly raised qualification levels, and are ill prepared for the job market? As many previous studies have demonstrated, social class, race, minority status and gender continue to play a role in the treatment of particular students. In this work I revisit longstanding issues of class, race, and disability in education with view to illustrating ways to use DisCrit as a theoretical framework to (re)sharpen the focus of educational research.

3. Methods/modes of inquiry
The paper is based on a research study into low attainment carried out 2010-2012 (Author, 2013) in which school and college principals, teachers and administrators in five countries were asked about their policies, the participation of their low-attaining students, and their views on the likely futures of these students.

4. Data sources & evidence
This paper concentrates on the respondent views in England and the USA. Data include interviews (with special and general education teachers, administrators, parents), artifacts from educational sites (policies, documents, report cards, etc.), and field notes. These are used for purposes of a comparative analysis.

5. Results and conclusions
One conclusion is that while governments endorse the notions of ‘higher standards’ and a ‘global skills race’ there is minimal interest and often a reduction of funding for vocational education and less interest in those not destined for ‘academic’ routes. A market created by competition between schools and an increased diversity of secondary schools (ranging from academic charter academes to alternative programs for non-academic students) has led to unequal outcomes in schooling and continued beliefs in the deficiencies of working class and racial minorities, further complicated by those who have been identified as disabled.

6. Significance of the study
A critical social justice analysis of what is happening considers Rawl’s (1971) view of what is regarded as just or unjust in societies. If prevailing social structures are built on deep and current historical injustices, inequalities cannot be justified by appeals to birth, ability, or merit.

References
Rawls, J. (1971). A theory of justice Cambridge. Mass. Harvard University Press.
Author. (2013). Title. London: Routledge

Author

• Sally Tomlinson, University of Oxford