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"Included Into What?" When Disability Labeling Supersedes Cultural Identity

Sun, April 19, 2:15 to 4:15pm, Virtual Room

Abstract

This paper critically explores the tensions within inclusive education conceptualized as the integration of disabled students into monolingual and monocultural general education settings. Drawing on two qualitative studies conducted in the United States and Italy respectively, the paper analyzes how (im)migrant children, or emergent bilinguals (EBLADs), are implicitly asked to obliterate their own cultural and linguistic development to be included into Western cultures and societies, which in turn are excluding them because of their race, language, migratory status and disability labels. Using intersectionality, DisCrit and raciolinguistics, the paper shows how multiple educational stakeholders ignore that linguistic assimilation within monolingual inclusive settings can be a form of state sanctioned violence.

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