Intersectionality and the Construction of Inclusive Schools
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This chapter explores the educational experiences of an African American woman labeled with a disability and from a low socioeconomic group. Grounded in a social and historical context, this chapters uses qualitative research and intersectional theory to understand her experiences in a holistic manner. Subsequent implications for educators are discussed, including the need to: 1) understand students through the social model, 2) acknowledge the intersection of multiple marginalized identities, and 3) assist students in advocacy and empowerment.
2017 ◽
Vol 8
(4)
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pp. 8-31
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2021 ◽
Vol 12
(3-4)
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2015 ◽
Vol 70
(4)
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pp. 404-427
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