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A systematic literature review of intersectionality and disability in education

Liasidou, A and Gregoriou, A (2024) A systematic literature review of intersectionality and disability in education. British Journal of Sociology of Education. pp. 1-25. ISSN 0142-5692

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This systematic literature review synthesizes empirical analyses and applications of intersectionality in discussing disability in education. Even though intersectional methodologies have gained increased attention during the last decade, disability has rarely featured in these multi-axial analyses. The systematic review explores intersections of disability with other axes of identity and social disadvantage concerning perceptions and understandings of disability in education, experiences of ex/inclusion and educational dis/advantage. The review addresses the following questions: What intersectional dimensions of disability experience are explored? In what ways do students with disabilities experience intersectional forms of discrimination and oppression? What intersectionality-based education policy and practice implications are discussed in these articles? The review’s findings provide empirically tested insights into how the experience of disability is interwoven with and compounded by other markers of difference, while discussing implications for developing intersectionality-based policies and education research.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 21/4/24, available at: http://www.tandfonline.com/10.1080/01425692.2024.2340562
Subjects: L Education > LC Special aspects of education
H Social Sciences > HV Social pathology. Social and public welfare. Criminology > HV697 Protection, assistance and relief > HV1551 People with disabilities
Divisions: Liverpool Business School
Publisher: Taylor and Francis Group
SWORD Depositor: A Symplectic
Date Deposited: 24 Apr 2024 09:50
Last Modified: 24 Apr 2024 10:00
DOI or ID number: 10.1080/01425692.2024.2340562
URI: https://researchonline.ljmu.ac.uk/id/eprint/23130
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