Although many students attend college, most can’t afford the cost of obtaining the degree. It also explains, through the concept of “difference” (Minda 1995), how some identity groups are excluded, while others are included through a type of inherent privilege in their society (Nash 2008). intersectional way of thinking about the problem of sameness and difference and its relation to power”. A decade of professional development research for inclusive education: A critical review and notes for a research program. students with disabilities) (UNESCO IBE 2008). Intersectionality asserts that to comprehend truly an individual’s identity and experience, one first needs to recognize that each identity marker is connected with all other markers within that individual (Crenshaw 1991). According to Cho and colleagues (2013, p. 795), “what makes an analysis intersectional . It is a process of change, constantly developing in response to a unified system of oppression. Other scholars also agree on the need to have a multi-axis approach in inclusive education. JSSE, 3(2), 95–103. The categorization of individuals into different groups is a practice done by society. volume 49, pages111–122(2020)Cite this article. Cho, S., Crenshaw, K., & McCall, L. (2013). How these children are perceived to be different can subsume their identity and capability, which leads to a monolithic view of children. Thus, teacher skill sets are often distributed across roles that are also categorized by student differences (Waitoller and Kozleski 2013). Intersectionality illustrates this relationship between different groups in society and power relations (Bronner and Paulus 2017). Walgenbach, K. (2017). Ainscow, M. (1999). However, young adults from every corner of the country leave college with crippling debt or do not go to their preferred college of choice. All examples of topics, summaries were provided by straight-A students. I have not only laid out the thesis of intersectionality, but also argued that an intersectional lens in inclusive education is essential in order to identify the interaction of multiple factors that lead to discriminatory processes in schools towards different student groups. Waitoller, F. R., & Artiles, A. J. for details of this license and what re-use is permitted. The second example is, most adults who graduated from college believe that they are “earning $20,000 more a year” which helps them be able to have stability in their financial situations. When multiplication doesn’t equal quick addition: Examining intersectionality as a research paradigm. Vienna: Federal Ministry of Labor, Social Affairs and Consumer Protection. At this level, the analysis will be very small and precise because it deals with the most basic form of interaction, between each other or small groups. University of Chicago Legal Forum, 1989(1), 139–167. To conclude, inclusive education should be grounded in a deeper understanding of the students served by schools nowadays and involve critical awareness of the cultural-historical legacies of (dis)advantage that permeate schools and other social institutions, particularly at a time when such conditions are becoming even more complicated due to migration movements and globalization. As indicated in Understanding Intersectionality (NASP, 2017), one example of the impact of intersectionality in schools is the The next layer of the figure, “Group Membership”, illustrates how individuals perceived to be the same are categorized together as members of one particular group. For example, at all levels of the education system, females of color are viewed unfavorably and are not supported in preparing fo r fields currently dominated by males and whites (e.g., they are the most underrepresented subgroup in high-power, lucrative fields such as science, technology, engineering, and math). As Smyth and McCoy (2009) have pointed out, young people who experience educational disadvantage are also likely to experience restricted life chances later in life. These students are sometimes below the poverty line. Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. This is because services for learning, behavioural and language support may be structured separately. This quote shows us that student may want separate themselves a little bit from thee family in order to focus more in school but in doing that they start to lose that connection they had to their family. Signs, 38(4), 785–810. Kozleski, E., Artiles, A., & Waitoller, F. (2014). College is one of the most important and life changing times in the life of an American. Language and symbolic power. However, these studies fail to acknowledge that inclusive education does not only refer to the inclusion of children with disabilities, but also aims to guarantee a system suitable for all learners and their unique requirements (UNESCO 2009). The forms of capital. Of these implications, the need for educators to know students intimately and holistically was reaffirmed. They don’t have time to speak with people like friends and families there’s a lot of work that they need to do. For example, someone who identifies as both Black and female may face discrimination because they are not just seen as … García, S. B., & Ortiz, A. Higher education has been globally recognised as a medium through which individuals can overcome a variety of social barriers and inequalities. Bešić, E., Paleczek, L., Krammer, M., & Gasteiger-Klicpera, B. Absolutely FREE essays on Intersectionality. The term was originally coined by Kimberlé Crenshaw in her 1989 essay entitled “Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color.” In this essay, Crenshaw highlighted one example of intersectionality … I on the other hand believe that even though you may not graduate from college you still get to learn the social skills needed in your everyday life. (2012). If your intended use exceeds what is permitted by the license or if Her research centers on Black women in higher education, critical and inclusive pedagogy and race, equity and inclusion in higher education. Edvina Bešić. Nash, J. C. (2008). Bourdieu, P. (1991). Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 32–47. Approaching the subjects of identity and oppression can seem difficult, but an intersectional approach to education simply makes explicit those social structures and systems of oppression that are always present in and out of the classroom. Of course, this attention to children with disabilities has improved their general situation in the Austrian school system (Specht et al. International Journal of Disability, Development and Education, 59(4), 379–392. According to Crenshaw (1989), this “single-axes-framework”, where race and gender are seen as “mutually exclusive categories of experience and analysis”, is obsolete (p. 139). It offers an approach that can “more comprehensively answer questions” of need, justice and equity in today’s schools through analysing and conceptualizing educational questions through a multi-axis approach (Grant and Zwier 2011). Davis, K. (2008). This ranking of groups assigns varying amounts of privilege to each group. According to Bourdieu (1991, p. 170), symbolic power “is defined in and through a given relation between those who exercise power and those who submit to it, i.e., in the very structure of the field in which belief is produced and reproduced”. Understanding the development of inclusive education. In Austria, for example, inclusive education is largely perceived as concerning only students with disabilities (Feyerer 2012), putting other marginalized groups, for example refugee children with disabilities, at a disadvantage. Moreover, these features of identity cannot simply be observed separately (Cooper 2016). Most organizations’ existing diversity and inclusion (D&I) initiatives do not take an intersectional lens, in that they fail to look at the ways people are affected by multiple forms of discrimination and inequity. Der Umgang mit besonderen Bedürfnissen im Bildungswesen [Dealing with special needs in the education system]. They often have specific needs and obstacles. Strategy of the Austrian Federal Government for the Implementation of the UN Disability Rights Convention. Section Two presents examples of best practices in the use of intersectionality in each of the primary domains of social work-practice, research, policy, and education and concludes with a discussion and recommendations for bringing about a fundamental change in the way social work practitioners and educators think about the profession. By examining the effects of power—or how power structures are present within a particular society—intersectionality also uncovers how privilege functions. Baeten, M., & Simons, M. (2014). Refugee students ‘perspectives on inclusive and exclusive school experiences in Austria. These students are disadvantaged in comparison with students coming from higher socio-economic households who have access to the social and economic capital that the community has determined valuable (Walgenbach 2017). One of the challenges of identifying existing intersectionality and oral health research has been that intersectionality is often hidden in social science, education or geography journals, where intersectionality concepts are latent, buried within the narrative and therefore easily overlooked by oral health researchers. Admittedly, this focus allowed important structural changes within the system to occur for children with disabilities. Slee, R. (2001). Although intersectionality, as described above, has mainly been used as a concept in gender studies (Nash 2008), scholars from other fields have begun to adapt it to their own research (Jiménez-Castellanos and García 2017). Admittedly, complications arise when putting this theory into practice. Prospects 49, 111–122 (2020). It involves changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children of the appropriate age range and a conviction that it is the responsibility of the regular system to educate all children. In the past this might have been true and that the only way to have a solid future. Within this layer of the “onion”, numerous concepts—such as privilege, power, social construction, and attitudes—come into play, which show the social relations an individual resides in. Remedial classes are non-credit courses, which means that the students being forced to take them are not receiving any credit for their work. In L. Florian (Ed. This means that the language and discourse of a particular community becomes legitimated by having its members believe—or buy into—the objectivity of that discourse. ), The Oxford handbook of feminist theory (pp. Feminist Theory, 9(1), 67–85. Although authors have argued for this expanded definition of inclusion since the late 1990s (see Ainscow 1999), the tendency to approach inclusion as solely concerning students with disabilities (i.e., SEN) within mainstream educational settings—as was the case with the integration approach (Vislie 2003)—is still prevalent in Austria (Feyerer 2012).