Mapping Joy, Rage and Healing: Restoring the Humanity of Twice Exceptional Urban Students

• In Event: Part 2: Celebrating the 60th Anniversary of Urban Education: Past, Present, and Future Directions

Abstract

Twice exceptional urban students often experience schooling in ways that essentialize their identity and refuse to see them wholly. This means that their school experiences are often focused on their disability, where they have limited access to environments that nurture their gifts and talents while honoring their cultural background. For this reason, more is needed to support the wholeness and humanness of twice exceptional urban students. In this article, authors describe the experiences of urban twice exceptional students along with related legislation and legal cases. Further, authors detail a pathway forward integrating disability justice and antiracism through the use of Mad maps.

Authors

• Renae D. Mayes, University of Arizona

• Riley Drake, University of Wisconsin - Stout

• Benjamin Kearl, Purdue University - Fort Wayne