Towards an inclusive intersectional education: The case of African-American and Latino students with disabilities in Chicago

The purpose of the article is to examine processes of inclusion and exclusion for students who experience intersecting forms of exclusion. The paper will draw from a critical theory of space and urban development and critical theories of disability and race to analyze the experiences of Black and Latino students with disabilities with neoliberal approaches to deliver public education in the City of Chicago. Though these reforms in education have promised to expand quality educational options to families otherwise assigned to underperforming schools, they have also generated new forms of educational exclusion that uniquely affect Black and Latino students with disabilities. Naming this inclusion/exclusion paradox neoliberal inclusionism, I make a case for an intersectional inclusive education.