Stuck in the land of disability? The intersection of learning difficulties, class, gender and religion

Björnsdóttir, Kristín; Traustadóttir, Rannveig

doi:10.1080/09687590903363340

Cited by 48 publications

(28 citation statements)

References 13 publications

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“…For critics, this does not capture the complex interplay of oppressions, i.e. of intersectionality (Bjornsdottir and Traustadottir 2010;Sö der 2009). Unless carefully handled, this pedagogy may risk essentialism.…”

Section: Critical Assessmentmentioning

confidence: 96%

Anti-oppressive pedagogy and disability: possibilities and challenges

Beckett

2013

Scandinavian Journal of Disability Research

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This article connects theories of 'anti-oppressive education' with Disability Studies perspectives. It outlines and critically analyses a typology of three possible pedagogies for teaching about disability as a form of oppression and disrupting the relations in which disability resides. This typology is employed to examine the approach UK schools are currently recommended to take to teaching about disability. It is concluded that UK schools are being advised to take an approach that whilst at best benign is insufficiently radical. The article explores the potential of and for more 'radical' approaches, opening up new avenues for a transformative 'post-Critical Pedagogy' that seeks to unshackle the possibilities for what a life can be/do and where a life might go.

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Section: Critical Assessmentmentioning

confidence: 96%

Anti-oppressive pedagogy and disability: possibilities and challenges

Beckett

2013

Scandinavian Journal of Disability Research

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“…Intersectionality is consistent with the social model of disability and the concept of neurodiversity, and can add additional clarity regarding how other social identities interact with a disabled (Björnsdóttir & Traustadóttir, 2010) and Autistic identity. Specifically, it can demonstrate how the interaction between having a disability along with other oppressed identities results in facing multiple barriers due to the unequal structures inherent in society (Liasidou, 2013).…”

Section: Intersectionalitymentioning

confidence: 83%

“…Thiara et al 2011;Naami et al 2012) or learning/intellectual disabilities (e.g. Björnsdóttir & Traustadóttir, 2010). Although it is important to research disability in a global way, it is just as important to regard the more specific experiences of disability.…”

Section: Intersectionalitymentioning

confidence: 99%

The Theory of Intersectionality: A New Lens for Understanding the Barriers Faced by Autistic Women

Saxe

2017

CJDS

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While disabilities studies scholars have already taken a great step forward in integrating the theory of intersectionality, progress is still required. Many theoretical and empirical disability studies papers operationalize disability in a vague and all-inclusive manner. Although it is important to research disability in a global way, it is just as important to regard the more specific experiences of disability. The study of specific disabilities and the barriers that are faced by those who have them is critical since living with one type of disability can lead to very different experiences as compared with having a different disability (Hirschmann, 2012). In addition to adding Autism to the discussion of intersectionality within disability studies, it is critical to include a disability studies perspective to other fields of research in order to successfully incorporate an intersectional framework.

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“…Some scholars challenge how race-class -gender has had primacy in intersectional analyses to the exclusion of other important aspects of experience, such as sexuality (Taylor 2009) and ability/disability (Bjornsdottir and Traustadottir 2010). Similarly, Norris et al (2010) argue that age has been an undertheorized and under-examined axis of experience, particularly in studies of rural poverty.…”

Section: Intersectionality Narrative and Developmentmentioning

confidence: 96%

Left High and Dry

Braun

2011

International Feminist Journal of Politics

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A 'curious feminist' analysis, according to Enloe, starts in the lives of women and values all women's lives regardless of their status, identity, location or access to power. In this article I use this perspective to highlight the intersections of international development and patriarchy in the lives of three women of different generations and class status as they are affected by dislocations resulting from the Lesotho Highlands Water Project (LHWP) in the remote highland communities in rural Lesotho. I employ an intersectionality framework to demonstrate how their shared and divergent experiences, presented only partially and in my narrative form, tell a tale of the intertwining consequences of this multi-billion dollar international development project in the lives of rural poor women. Women's lived experiences of the LHWP reveal the contradictions of international development, exposing the masculinist imperatives that focus on generating national revenues to the exclusion of other development options, while organizing practices that dislocate the rural poor from their lands and livelihoods and implementing policies that reinforce patriarchy locally and globally. This article demonstrates the importance of bringing feminist scholarship to bear on development practice and argues specifically for the utility of intersectionality, narrative and curious feminist analyses.---

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Stuck in the land of disability? The intersection of learning difficulties, class, gender and religion

Cited by 48 publications

References 13 publications

Anti-oppressive pedagogy and disability: possibilities and challenges

Anti-oppressive pedagogy and disability: possibilities and challenges

The Theory of Intersectionality: A New Lens for Understanding the Barriers Faced by Autistic Women

Left High and Dry

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