This post reflects on three videos through Kimberlé Crenshaw’s theory of intersectionality, focusing on how disability intersects with other aspects of identity, such as race, socioeconomic status, and gender identity. The analysis explores how these intersections impact the lived experiences of the individuals featured and connects these insights to inclusive practices in teaching and learning.
Ade Adepitan, a Paralympic champion and TV presenter, discusses how being Black and disabled compounds the challenges he faces. He points out that while there have been improvements in the UK, societal attitudes still present significant barriers. Adepitan’s observations highlight how systemic discrimination extends beyond visible disabilities, echoing the broader societal issues highlighted by movements like Black Lives Matter. His emphasis on the need for a truly inclusive society underscores that accessibility must go beyond physical accommodations and address deeper societal biases.
Christine Sun Kim, a deaf artist of Korean descent, shares her experiences of exclusion due to the lack of sign language interpreters in art education. As she grew as an artist, Christine found comfort in the deaf community but chose to engage with the hearing world, illustrating the intersection of disability with cultural and socioeconomic factors. Her decision to move to Germany, where she could pursue her career and motherhood without the financial strain present in the US, reflects the broader systemic inequities that intersect with disability. Christine’s journey highlights the need for educational and societal systems that recognize and support diverse needs, rather than imposing a one-size-fits-all approach.
Chay Brown, a gay trans man with mental health challenges, discusses how his intersecting identities shape his experiences within the LGBTQ+ community. Despite facing challenges related to his disability and gender identity, Chay recognizes his privilege of being white, perceived as cisgender, and having hidden disabilities. He emphasizes that true accessibility isn’t just about physical accommodations, like providing appropriate toilet facilities, but also about creating inclusive environments that consider sensory needs and alternative social spaces. Chay’s advocacy for listening to disabled individuals and understanding their needs points to a broader call for inclusivity that extends to all areas of life.
A recurring theme across the interviews is the impact of societal attitudes on accessibility and inclusivity, with each individual advocating for systemic change through their unique perspectives. covering race and disability, disability and socioeconomic status, and disability within the LGBTQ+ community. These insights reveal that understanding and empowering different intersecting identities is not only beneficial for the individuals who need it but also enriches society as a whole.
Whilst working at UAL as a lecturer, I have been trained and provided with relevant materials about inclusivity and student diversity, including the Equality Act 2010 and the University’s Strategy (2022-2032). In my experience, many situations arise from the unique individuality of both students and staff, and many can be resolved through conversation, understanding, and appropriate guidance. In my first years of teaching, prior to receiving formal training, I encountered a situation where a student was disruptive in class, often talking over me and other students. After one session, I approached him privately and asked about his behavior. He explained that he is on the spectrum and tends to do that when he is nervous, and that having access to a quiet space would help him manage his anxiety. I acknowledged his situation and directed him to the library’s quiet space, which he could use whenever needed. Interestingly, his disruptive behavior ceased after that, and he later shared that just knowing the quiet space was available helped alleviate his anxiety. I am glad that I was able to support the student, and I recognize that, with my current training, I would handle such situations even more effectively today. This experience showed me the importance of having conversations and empathizing with students, highlighting that often, inclusivity begins with understanding individual needs.
References:
Ade Adepitan gives amazing explanation of systemic racism
https://www.youtube.com/watch?v=KAsxndpgagU [Accessed on Accessed 30 Aug. 2024]
Christine Sun Kim in “Friends & Strangers” – Season 11 | Art21
https://www.youtube.com/watch?v=2NpRaEDlLsI [Accessed on Accessed 30 Aug. 2024]
Intersectionality in Focus: Empowering Voices during UK Disability History Month 2023
https://www.youtube.com/watch?v=_yID8_s5tjc [Accessed on Accessed 30 Aug. 2024]
University of the Arts London (n.d.) Student Diversity. Available at: https://www.arts.ac.uk/students/student-diversity (Accessed: 30 August 2024).
4 responses to “Task 1 [Disability]”
Zhan, this is a very good blog, highlighting your growing experience working with students who have disabilities, particularly those with hidden disabilities.
This is a great example of realising that a student’s behaviour wasn’t due to them being disruptive, but a clear indication of their hidden disability. You develop this to reflect on how you strive to make your teaching environments a safe and inclusive space for all. I particularly like your reflection that as educators, our role extends beyond academic instruction.
This is a sensitive, reflective piece which clearly defines your philosophy and impact on your teaching practice, and how you strive to promote inclusivity and create safe spaces for Students to thrive.
Thanks, Darren – I think the important thing is to have patience and give a reasonable support when it comes to these situations. I remember when I got to sit in your class for the observation- you were very understanding and supportive towards students with different needs. I think it’s important that everyone has a voice and is seen and heard- and you’re good at that. I’d also say – these skills is a general good practice for academics, and I’m happy that we can have a conversation and build on our experience together
What a wonderful experience! It sounds like it went as well as one could hope. Have you adjusted anything in how you plan or frame your lessons/activities as a result, or was the impact primarily a holistic one? Also curious to know how exactly you broached the subject with the student. Last year, I attempted to support a student with ADHD dealing with severe anxiety, and while the conversations were positive, I didn’t get the sense that it made much of an impact.
Hi Jesse, thank you for your comment!
I think what is really helpful is to give students an introductory session – regarding how the class is run and what are good practices, and what extra support is available to our students. Last Autumn during the Away Day we had a training on disability and Inclusivity- we were given a Disability and Inclusivity Toolkit – which is a great resource, I have condensed it into a few slides.
Regarding your comment, I agree – it is not always possible to fully meet everybody’s needs. But what we can do is to be responsive, patient and transparent. I think it’s a growing experience for everyone- and I tend to deal with these situations on person-to-person basis, and follow university guidelines to my best ability.
https://www.arts.ac.uk/__data/assets/pdf_file/0023/30767/Access-Support-and-Facilities-for-Disabled-Students-at-UAL-PDF-302KB.pdf