Alice's Counternarrative of Dis/ability, Race, and Gender in Transition Education: Lessons Learned From the Past

• In Event: 35.054 - Intersectionality and Social Contexts: What Does It Means to Live at the Intersections?

Abstract

This qualitative study emerges from a larger dissertation study and explores the transition experiences of one Black woman's with dis/abilities (BWD) life and education, specifically exploring the intersections of race, gender, and dis/ability, and in so doing, privileges her narratives as knowledge. This study draws on a theoretical understanding of Critical Race Theory, Disability Studies, and Womanist/Black feminist. One inquiry guided the study: (1) How do Black women with dis/abilities describe their transition and post-secondary education experiences, including those with a history of dis/ability-related services under the Individuals with Dis/abilities Education Act (IDEA, 2004)? The following themes emerged from the stories in the larger study, including Alice's, that I called Subverted Truths: Pathologization; Disablement; and Exclusion.

Author

• Mercedes Adell Cannon, Indiana University - Indianapolis