ABSTRACT

DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies – with which papers – are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in several domains. We also highlight how students experience the movement from entitlement to eligibility in schools, and discuss complications surrounding documentation of disability for disclosure and language. In light of our findings, we suggest implications for research and practice.

摘要

DisCrit 阐明了种族主义和能力主义的相互联系，尽管无证青年和接受特殊教育的家庭的经历在很大程度上是未知的。在本文中，我们探讨了处于残疾和迁移状态交叉点的学生的经历，研究了学生上大学时恐惧、学校教育和语言使用之间的相互作用。我们使用 DisCrit 来帮助我们了解围绕公民身份的历史模式，以及种族、能力主义和文件状态如何继续交叉并塑造对哪些机构——哪些论文——应得的承认。通过对学生的采访、研究人员的备忘录和实地记录以及研究人员的反思，我们考虑了无证高中生 Fernanda 和来自混合公民身份家庭的 9 年级学生 Daniel 的案例。我们强调了处于迁移状态和残疾交叉点的学生如何得到教师和学校的照顾，但在几个领域仍然没有得到支持。我们还强调了学生如何在学校经历从权利到资格的转变，并讨论围绕残疾文件披露和语言的复杂性。根据我们的发现，我们建议对研究和实践的影响。