Critically Analyzing the Global Affective Intersections of Dis/ability, Race, Language, and Migration

• In Event: Understanding Intersectional Lines of Inequities and Diverse Pathways of Resistance

Abstract

Migration is perceived as a controversial issue in education generating uncomfortable discourses, based on emotions and political purposes at the expense of empirical evidence. Efforts towards inclusive education policies and practices have failed to address these complexities at the intersections of disability, citizenship, and migration (Artiles & Kozleski, 2007; Minow, 1991). Drawing on a qualitative study conducted in the U.S., this proposal highlights the possibilities of the Disability Critical Race Theory in Education (DisCrit) framework to show the power dynamics within emotions, discourses, and material realities of inclusive education for dis/abled migrant students. The paper shows how DisCrit illuminates the limits of contemporary models of inclusive education for migrant students, especially those labeled with dis/abilities.

Authors

• Valentina Migliarini, University of Birmingham

• Chelsea Stinson, Syracuse University

• David Isaac Hernandez-Saca, University of Northern Iowa