Unearthing and Reimagining Equitable Education for Multiply Marginalized Disabled Students Through an Intersectional Sociospatial Lens

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

Abstract

This paper discusses the affordances and expansive possibilities of an intersectional critical spatial lens to reimagine educational policies, practices, and systems and transform education for justice and liberation. This paper focus on two questions: (a) How can the conversation around debilitating sociospatial crisis-experiences be (re)visited, (re)imagined, and (re)engaged in a nonlinear, fluid, complex, and intersectional manner? (b) How can we ground in the lived experiences, epistemologies, ontologies of multiply marginalized disabled students? This conceptual project uses data and examples from two studies focused on disabled students of color in middle and high school and at the postsecondary level to highlight the merits of this scholarship and the significance of future scholarship that centers an intersectional critical spatial lens.

Authors

• Amanda L. Miller, Wayne State University

• Holly Pearson, Framingham State University