This article explores the affordances of social justice theories to education, particularly emphasizing its impact on disabled children. It does so by focusing on the implementation of intersectional educational practicesi n the Italian context, whereby issues of social justice and intersectionality have recently been debated. The phenomenon of social justice in education gives rise to many questions, including: where did it originate? How did it grow? What and who does it encompass? And, what does it actually mean for disabled children and the educators who works with them? This article endeavors to answer these questions, while shifting the paradigm from giving voices to centering the voices of multiply-marginalized children- those that live at the intersections of multiple differences, to promote solidarity and expansive notions of justice within the classroom.
|Translated title of the contribution||Promoting social justice in education for disabled students: rethinking teaching practices in intersectional terms|
|Journal||Italian Journal of Special Education for Inclusion|
|Publication status||Published - 30 Dec 2019|