Exploring Intersectionality: Disability and Identity
In this blog, we examine Kimberlé Crenshaw’s theory of intersectionality (Crenshaw, 1991) to explore how disability overlaps with various identity factors, such as race, gender, and socioeconomic status. Through the analysis of interviews from short films featuring disabled individuals, we aim to gain insight into the complex relationship of these identities and their impact on lived experiences.
Intersection of Disability with Other Identity Aspects
One fascinating example from our study is Christine Sun Kim’s performance piece titled “Friends and Strangers.” Kim, a Deaf artist, explores the connection of disability and gender identity through her art. In her work, she challenges societal perceptions of both deafness and femininity, highlighting the unique experiences faced by Deaf women navigating multiple layers of identity (Kim, 2023).
Additionally, Ade Adepitan’s explanation of systematic discrimination and oppression sheds light on the connection of disability with race and socioeconomic status (Adepitan, 2020). Adepitan, a wheelchair basketball Paralympian, discusses how structural barriers disproportionately affect disabled individuals from marginalized racial and economic backgrounds, amplifying their experiences of discrimination and exclusion.
Impact on Lived Experiences
The connections of disability with other identity factors significantly impact the lived experiences of individuals. For example, disabled individuals of colour often face compounded discrimination, navigating both ableism and racism simultaneously. This dual burden can lead to limited access to resources, employment opportunities, and healthcare services, exacerbating societal challenges and inequalities.
Similarly, disabled women encounter unique challenges related to gender-based discrimination within the disability community. Issues such as reproductive rights (Crenshaw,1991), access to inclusive healthcare, and employment equity highlight the intersectional nature of their experiences, necessitating a nuanced approach to advocacy and support.
Recurring Themes and Differing Perspectives
Across the interviews and films, recurring themes emerge, emphasising the importance of acknowledging and addressing complexity in disability discourse. Differing perspectives highlight the diversity of experiences within the disabled community, highlighting the need for inclusive practices that honour and celebrate intersecting identities.
Disability Considerations in Teaching Context
Drawing on data from the University of the Arts London (UAL) and personal experience, disability considerations in teaching contexts are essential for developing inclusive learning environments. Some key considerations include:
- Implementing universal working/teaching principles to ensure accessibility for all students, including those with disabilities (Barnes, C & Mercer, G, 2004).
- Integrating diverse perspectives and experiences into curriculum development to reflect the breadth and depth of identity.
- Providing tailored support and accommodations to meet the unique needs of disabled students, promoting equity and inclusion in educational settings.
- Working to understand and reduce the Attainment gaps seen in UAL data illustrated in the image below:
Source: UAL Student Equality, Diversity and inclusion report, 2022:
Conclusion
In conclusion, Kimberlé Crenshaw’s theory of intersectionality offers a powerful framework for understanding the complex interactions between disability and other identity factors. By critically analysing these intersections, we can develop a deeper understanding of how various identity components combine to shape the experiences of disabled individuals. Through inclusive practices and advocacy efforts, we strive to mitigate societal challenges and discrimination, adopting a more equitable and inclusive society for all. Let’s continue to amplify diverse voices and champion intersectional approaches to promote social justice and empowerment.
- Adepitan, A. (2020). Systematic discrimination and oppression [Interview]. Retrieved from https://youtu.be/KAsxndpgagU
- Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
- Barnes, C & Mercer, G (2004). ‘Implementing the Social Model of Disability: Theory and Research’
- Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
- Kim, C. S. (2023). Friends and Strangers [Performance art]. Retrieved from https://youtu.be/2NpRaEDlLsI
- UAL Student Equality, Diversity and inclusion report (2023)
- UAL disability and inclusion toolkit (2024). Retrieved from: https://canvas.arts.ac.uk/sites/explore/SitePage/45680/disability-inclusion-toolkit
Hello James. I enjoyed reading your blog post – thank you for sharing. It’s great that this post covers broad ideas about intersectionality and disability, and then starts to consider what this looks like in an educational context. You mentioned universal working/teaching principles – I’m wondering what practices you currently implement (I definitely noticed some when I visited your lecture!), and if there’s any you’re hoping to work towards. In case it’s helpful, here’s a link to UAL’s Disability Inclusion Toolkit which provides some examples of practical actions you might want to implement: https://canvas.arts.ac.uk/sites/explore/SitePage/45680/disability-inclusion-toolkit
Hi Carys, Thanks for taking the time to comment. In response to your query around universal working/teaching principles I have outlined some of my ideas in my response to Jin-Young on this blog that you may find interesting. To expand on these and some that you saw first hand in my teaching session:
1. Making Teaching material available digitally in advance to the session.
2. Ensuring I repeat questions asked by students so that the entire cohort can hear and be involved in the Q&A.
3. Having a clear structure with Learning Objectives and conclusions for the session.
4. Introducing regular breaks in my longer teaching session.
Thankyou for the link on disability and inclusion. Its good to see some of these points above appear in best practice.
Best regards, James
Hi James, this is a great post 🙂 The analysis of the videos is very much detailed and I liked the suggestions you brought up for your teaching practices. I just had one question regarding your suggestions. You are absolutely correct that we, as educators, should implement universal working/teaching principles to ensure accessibility for all students, while at the same time still providing tailored support for disabled students. My question is: how would this extra support for disabled students look like? What if some non-disabled students misinterpret the tutor’s good intentions and think that the tutor may be favouring a certain group of students with extra care and support (especially if the disability is not visible)?
Hi Jin-Young, Thank you for your thoughtful comment and kind words about my post! You’ve raised an important question about balancing universal design principles with tailored support for disabled students, and how to manage perceptions of fairness among all students.
I had to do some reading around this but Tailored Support for Disabled Students: could take many forms, depending on the individual needs of the student. Some examples include:
1. Individualised Learning Plans (ILPs): Creating customized plans that outline specific accommodations, such as extended time on tests, note-taking assistance, or alternative formats for assignments.
2. Assistive Technologies: Providing tools like screen readers, speech-to-text software, or other assistive technologies that can help students with disabilities access and engage with course materials more effectively.
3. Flexible Assessments: Offering different methods for students to demonstrate their knowledge, such as oral presentations, projects, or written assignments, to accommodate diverse learning styles and needs.
4. One-on-One Support: Scheduling regular check-ins or offering additional tutoring sessions to address specific challenges and ensure that students are progressing.
Addressing Perceptions of Fairness: To address potential concerns from non-disabled students about perceived favouritism, it’s crucial to foster an inclusive and transparent classroom culture:
1. Open Communication: Clearly communicate to all students why specific accommodations are necessary to level the playing field. Emphasise that these measures are about equity, not advantage.
2. Confidentiality and Sensitivity: Respect students’ privacy by discussing accommodations privately and ensuring that individual needs are addressed discreetly.
3. Inclusive Practices for All: Implement inclusive strategies that benefit all students, such as flexible deadlines, diverse assessment methods, and varied teaching styles. This approach demonstrates that inclusivity enhances the learning environment for everyone.
4. Education and Awareness: Incorporate discussions about disability, diversity, and inclusion into the curriculum. Educating students about the importance of accommodations can help develop empathy and understanding.
Thank you again for your insightful question. I hope this provides a clearer picture of how tailored support can be effectively and equitably integrated into inclusive teaching practices.
Best regards, James
Hi James,
Your post was an interesting read, as it summarises very clearly the recurring themes when discussing disability and intersectionality. You highlight the importance of acknowledging and addressing complexity in disability discourse, which I found an interesting consideration to bring to our teaching practice – as you point out later on in your text, providing tailored support and accommodations to meet the unique needs of disabled students is one of the practical areas this unit has inspired me to reflect more on, as on how to approach this from an intersectional – hence individual- perspective. It is possibly one of the most challenging considerations to take into practice, so looking forward to discussing further and exploring together with the group how to enhance our teaching-learning experiences from that angle.
Hi Sonia,
Thank you for your thoughtful feedback on my blog post. I’m glad to hear that the discussion on the complexity of intersectionality and disability resonated with you. Acknowledging these intricacies is indeed crucial for our teaching practices. Tailoring support and accommodations to meet the unique needs of disabled students from an intersectional perspective can be challenging but I hope will be immensely rewarding when personally if we can make positive change.
I agree that approaching this from an individual perspective is key. Each student’s experience is unique, and understanding the various dimensions of their identity can help us provide more effective support. I’m excited about the prospect of exploring these ideas further with the group and finding practical ways to enhance our teaching-learning experiences.
Looking forward to our discussions and collaborative efforts in this area!
Best, James