Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong

Miron Kumar Bhowmik, Kerry J. Kennedy

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

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 languageEnglish
Pages (from-to)519-537
Number of pages19
JournalCambridge Journal of Education
Volume52
Issue number4
DOIs
Publication statusPublished - 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

Fingerprint

Dive into the research topics of 'Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong'. Together they form a unique fingerprint.

Cite this