In this post I consider Intersectionality, and how my teaching in open spaces can impact disabled people.
Intersectionality, a concept introduced by Kimberlé Crenshaw in 1989, explores the interconnected nature of identity such as race, class, gender, and sexuality. It considers how these intersections contribute to unique experiences of discrimination. For instance, a black woman may face challenges distinct from those experienced by a white woman or a black man due to the simultaneous impact of racism and sexism.
The Paralympic movement, as discussed by Ade Adepitan, illustrates intersectionality’s relevance. Ade links this movement with broader societal issues like the Black Lives Matter movement. “I think there are definitely parallels there and there are things that we can learn from each other. The Black Lives Matter movement can learn from the Paralympic movement.” This connection underscores shared themes of equality, recognition, and resistance against systemic bias, using sport as an example to suggest a model for larger societal change, addressing inclusivity and systemic inequalities.
Chay Brown extends this discussion to the intersection of LGBTQ+ and disabled identities, highlighting the nuanced challenges and privileges within these communities.
Similarly, Christine Sun Kim is a deaf artist who highlights communication barriers, suggesting that societal structures, rather than individual disabilities, often impose limitations on people. She reflects a desire for precise communication in her Art. “I think that is why I want to be as clear as possible.”
The 3 interviews consistently address systemic barriers:
- In sports, it’s about ensuring disabled athletes have the necessary equipment and coaching to excel.
- Shay discusses improving LGBTQ+ event accessibility, advocating active engagement with disabled individuals to understand their needs.
- In the deaf community, the emphasis is on the power of visual communication and the shared culture and language that foster inclusion.
These perspectives highlight that while the challenges faced may differ — be they physical, infrastructural, communicative, or cultural—the underlying issue of inclusivity remains constant.
I was interested in the social model of disability – that people are disabled by barriers in society, rather than by their condition or impairment. Ade says, “What makes people disabled is not their disability… it’s society, society is what holds us back, it’s that systemic discrimination.” So instead we could say ‘it looks like something is not working here’. This leads me to my teaching.
13% of students at LCF have a declared disability according to UAL’s latest Student Equality, Diversity and Inclusion Report (December 2022). This includes Hearing impaired students, Neurodivergent students who can be particularly sensitive to intrusive noise and some students whose intersectionality relates to both of these.
I teach Drawing, Digital Communication and Graphic Design at LCF. Often the sessions are in open spaces and very busy locations. My students find it hard to concentrate because of the background noise, and have difficulty hearing me and each other. People passing close by also create a distraction.
I arrange to use other spaces where possible. If not, I email students in advance about the space, supply printed material to work from, write notes, and check individually to ensure students can manage. But these adaptations are not without their limitations, require patience from everyone, and do not completely overcome the barriers to learning caused by these open spaces.
You highlight the intersection of race and disability really clearly and I like the highlight of “learning from each other” in/from Ade Adepitan’s quote. This is something that I have found really valuable from this Unit, thinking through how equality comes from learning about other peoples experiences, and that this is different from ‘knowing’ the experience first hand. That assumption is actually a barrier to learning. To be inclusive is also to acknowledge that we most often don’t fully understand someones experience of discrimination and that their embodied experience, and however they choose to share that account, is an opportunity to listen and take stock (and maybe also that takes time and repetition) to get closer to understanding systemic inequalities.
Thanks Keira. I think your approach is very thoughtful, and I agree that it is important to give people space to share their experience in their own way, it is an important part of understanding how equality works both personally and systemically.