Making Space for Disabled Children and Childhoods in Geography

• In Event: AERA Roundtable Session 7
  In Roundtable Session: (Re)Considering the Sociospatial for True Equity and Justice in Education

Abstract

This review considers the points of connection and/or tensions between the fields of children’s geographies and geographies of disability, in order to imagine an inclusive geography of disabled childhood. Geographies of disabled youth and children have remained largely underrepresented in both geographies of disability and in children’s geographies. This paper examines this underrepresentation and considers the possible rationale behind the omission of disability in children’s geographies and children and childhood in geographies of disability. Turning to geographies of schooling and literature within Disability Studies in Education this review sets out to examine opportunities for geographies of disability and children’s geographies to work together to explore future inclusive and affirmative developments within the space of school for disabled children.

Author

• Anna Perry, Rutgers University - Camden