Policy Press
6 Exploring the intersection of race and disability in English schools
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Abstract
This chapter delves into the enduring intersection of race and disability within the English educational system, spotlighting the historical and ongoing challenges faced by Black British students. By applying the Disability Critical Race Theory (DisCrit), the authors examine how contemporary policies and educational practices continue to marginalise Black students, particularly those with disabilities. The analysis underscores the persistence of institutional racism and ableism, as evidenced by the disproportionate placement of Black students in special education and exclusionary settings. Despite policy reforms, the chapter concludes that significant inequities remain. The authors advocate for a radical reconceptualisation of education policies to genuinely address the intersections of race and disability, promoting more inclusive and equitable educational opportunities.
Abstract
This chapter delves into the enduring intersection of race and disability within the English educational system, spotlighting the historical and ongoing challenges faced by Black British students. By applying the Disability Critical Race Theory (DisCrit), the authors examine how contemporary policies and educational practices continue to marginalise Black students, particularly those with disabilities. The analysis underscores the persistence of institutional racism and ableism, as evidenced by the disproportionate placement of Black students in special education and exclusionary settings. Despite policy reforms, the chapter concludes that significant inequities remain. The authors advocate for a radical reconceptualisation of education policies to genuinely address the intersections of race and disability, promoting more inclusive and equitable educational opportunities.
Chapters in this book
- Front Matter i
- Contents iii
- List of figures and tables iv
- Notes on contributors v
- Foreword ix
- Foreword xi
- Foreword xiii
- Introduction 1
- Disability and education in historical perspective 6
- Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms 20
- Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’ 51
- Disabled students in higher education: what progress has been made over the last 30 years? 74
- Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications 94
- Exploring the intersection of race and disability in English schools 107
- The hidden world of within-school exclusion 119
- Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context 142
- Conclusion 154
- Index 157
Chapters in this book
- Front Matter i
- Contents iii
- List of figures and tables iv
- Notes on contributors v
- Foreword ix
- Foreword xi
- Foreword xiii
- Introduction 1
- Disability and education in historical perspective 6
- Continuity and tensions between the SEND framework and disability rights legislation in recent legislative reforms 20
- Multi-agency working and children and young people with disabilities: from ‘what works’ to ‘active becoming’ 51
- Disabled students in higher education: what progress has been made over the last 30 years? 74
- Meeting the standard but failing the test: the case of children and young people with sensory impairments and access to assessments and qualifications 94
- Exploring the intersection of race and disability in English schools 107
- The hidden world of within-school exclusion 119
- Social, emotional and mental health needs in educational settings: putting wellbeing into socio-relational context 142
- Conclusion 154
- Index 157
