Visioning Alternatives to Segregated Education: A Disability Justice and Access-Centered Pedagogy Approach

Abstract

In the United States, as in most of the Global North, disability has historically been regarded as a deficit, requiring clinical intervention, professional oversight, and special schooling. This ideology, referred to as ableism, is linked with settler colonialism and the matrix of oppression that upholds racial capitalism. The aims of this paper are twofold: First, we examine the correlation among normative whiteness, racialized exploitation, and the depiction of disabled Black, Indigenous, and People of Color (BIPOC) as disposable others. Second, we employ a joint biopolitical and settler colonial analysis to re-examine US special education drawing on our experiences as disabled, critical disability studies scholars—two of whom are negatively racialized and two of whom are queer. Finally, we draw upon the principles of Disability Justice and Access-Centered Pedagogy to formulate recommendations for an alternative to segregated education for all students, centering the experiences of those disproportionately impacted by systemic oppression.