Marginalization, Oppression, and Power

Discuss the weekly theme of Marginalization, Oppression, and Power. Please use APA Style in-text citations; the documentary citation is: (DiGiacomo & Buck, 2013).
Some of the questions you may choose to consider:
Why is it necessary to consider race, racism, and school segregation when we think about public special education?
What are some of the experiences that disabled students of color and LGBTQ disabled students have at school?
In what ways does ableism work alongside other forms of oppression, like racism, classism, misogyny, homophobia, transphobia, xenophobia, Islamophobia, and anti-Semitism?
Considering the unequal distribution of resources in America and around the world, what options are there for disabled students in less-funded city schools, and for teachers trying to help students toward their futures?
From a disability studies lens, what analyses and what critiques do you have about the classroom and education depicted in Best Kept Secret? How does the film connect to what we’ve been discussing in our class so far?
What impact has the pandemic had on disabled people in and out of schools? What affects has the pandemic had on access to services and education?
What takeaways do you have about making schooling better for multiply-marginalized students?
choose at least one of the following to read:
Bear, C. R., Terrill, W. P. A., Frates, A., Peterson, P., & Ulrich, J. (2021). Challenges for rural Native American students with disabilities during COVID-19. Rural Special Education Quarterly.
Ferri, B. A. & Connor, D. J. (2005). In the shadow of Brown: Special education and overrepresentation of students of color. Remedial and Special Education, 26 (2).
Kahn, L. G. & Lindstrom, L. (2005). “I just want to be myself”: Adolescents with disabilities who identify as a sexual or gender minority. The Educational Forum, 79: 362–376.
DiGiacomo, D. (Producer) & Buck, S. (Director). (2013). Best kept secret [motion picture]. United States: BKS Film.

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