Abstract
Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability critical race theory (DisCrit), this paper explores the educational provision and existing support measures for minoritised students with dis/abilities and the issues and challenges faced by them. It draws on various policy documents from related government departments and others. The paper presents three theoretical arguments: (1) that dis/ability discourse needs to be more inclusive; (2) that the medical model currently provides limited support for minoritised students with dis/abilities in Hong Kong; and (3) that a social model, rather than the current medical model would provide inclusive support.
Original language | English |
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Pages (from-to) | 519-537 |
Number of pages | 19 |
Journal | Cambridge Journal of Education |
Volume | 52 |
Issue number | 4 |
DOIs | |
Publication status | Published - 2022 |
Keywords
- Hong Kong
- Minoritised students
- dis/ability critical race theory (DisCrit)
- diversity
- equity and inclusion
- medical model of dis/ability
- social model of dis/ability
ASJC Scopus subject areas
- Education