According to the World Bank, the world will not meet the SDG of ending extreme poverty in
2030. Disabled people live disproportionally below the poverty line. Many societal …

This paper develops a conversation with decolonisation to pitch a novel mode of
engagement; depathologising the university. While higher education institutions are in the …

This study explores the role of identity in uncovering teacher candidate (TC) awareness and
understanding in teaching students with dis/abilities in culturally sustaining ways. A …

Abolition is a verb, referencing how people build safe conditions while dismantling (and
developing solutions beyond) harmful institutions, including within education. Considering …

Special educators are tasked with meeting the individualized needs of students with
disabilities; yet, inequities persist for Black, Indigenous, and Students of Color (BISOC) with …

Community-based participatory research (CBPR) positions historically and traditionally
oppressed individuals and groups across communities as scholars and research partners …

Culturally relevant education (CRE) is a viable alternative to instruction based on a “one-
size-fits-all” paradigm. CRE is an instructional approach grounded in sociocultural theory …

This duoethnography weaves the experiences and perspectives of disabled activists,
poverty scholars, community scholars of color, and university-based scholars partnering on …

Research indicates that students with disabilities (SWD) are more likely to be involved in
bullying; therefore, the development of effective bullying prevention strategies need to …

This chapter explores the experiences of individuals with disabilities, emphasizing how they
navigate educational and societal norms while balancing various identities. It emphasizes …