“Who Created These Rules?”: Narrative Accounts of Two First Generation Black African Immigrant Students with Dis/Ability Labels

TY - JOUR

T1 - “Who Created These Rules?”

T2 - Narrative Accounts of Two First Generation Black African Immigrant Students with Dis/Ability Labels

AU - Iqtadar, Shehreen

N1 - Publisher Copyright: © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.

PY - 2024

Y1 - 2024

N2 - The scholars in Disability Studies in Education (DSE) have explored critical connections between race, disability, and other markers of identity. This article specifically explores narrative accounts of two first generation Black African immigrant students’ educational navigation and their English as Second Language (ESL) and special education experiences. A pluralistic theoretical approach including Disability Critical Race Studies (DisCrit) and Ethnic Racial Identity (ERI) Formation framework is employed. The author proposes a disability-integrated ERI (D-ERI) framework. Some important findings from participant narratives suggest their awareness of the ESL as a formalized system leading to special education placement, and their acts of resistance against the deficit perceptions about their intersectional ethnic-racial identities in U.S. schools.

AB - The scholars in Disability Studies in Education (DSE) have explored critical connections between race, disability, and other markers of identity. This article specifically explores narrative accounts of two first generation Black African immigrant students’ educational navigation and their English as Second Language (ESL) and special education experiences. A pluralistic theoretical approach including Disability Critical Race Studies (DisCrit) and Ethnic Racial Identity (ERI) Formation framework is employed. The author proposes a disability-integrated ERI (D-ERI) framework. Some important findings from participant narratives suggest their awareness of the ESL as a formalized system leading to special education placement, and their acts of resistance against the deficit perceptions about their intersectional ethnic-racial identities in U.S. schools.

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U2 - 10.1080/00131946.2024.2319153

DO - 10.1080/00131946.2024.2319153

M3 - Article

SN - 0013-1946

VL - 60

SP - 177

EP - 198

JO - Educational Studies - AESA

JF - Educational Studies - AESA

IS - 2

ER -