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Normalizing Marginality: A Critical ...

Baker, Leroy A. .

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Normalizing Marginality: A Critical Analysis of Blackness and Disability in Higher Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Normalizing Marginality: A Critical Analysis of Blackness and Disability in Higher Education./
Author:	Baker, Leroy A. .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	285 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-02, Section: B.
Contained By:	Dissertations Abstracts International81-02B.
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13420447
ISBN:	9781085579919

Normalizing Marginality: A Critical Analysis of Blackness and Disability in Higher Education.
Baker, Leroy A. .

Normalizing Marginality: A Critical Analysis of Blackness and Disability in Higher Education. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 285 p.

Source: Dissertations Abstracts International, Volume: 81-02, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2019.

This item must not be sold to any third party vendors.

This dissertation examines the experiences of Black undergraduate and graduate students with disabilities enrolled at the University of Toronto, Canada. The study employs an intersectional framework to explore the experiences of twelve Black students in relation to interpretive categories of Blackness and disability in this university setting. Using interpretive sociology, critical Black and disability studies theories, my study illuminates the ways students navigate the everyday complexities of Blackness and disability in University life. In employing qualitative methodology, this study investigates the University of Toronto's disability accommodation policies, practices and procedures that organize the lives of Black disabled students. In essence, my study addresses marginalization by mapping the University's bureaucratic practices influencing students' academic progress. In relation to this mapping, the dissertation explores how Black disabled students navigate their experiences in accessing the bureaucratic ordering of accommodation and how this influences their academic endeavours. This critical analysis reveals that the University of Toronto is failing Black disabled students through its disability accommodation policies and practices. It also indicates that the marginalization of Black disabled students is normalized through the routine orders of accommodation processes. Ultimately, this study shows how categories of "Blackness" and "disability" act to circumscribe educational opportunities for students with disabilities. These categories are typically informed by anti-Blackness and the bio-medical versions of disability generating "individual lack," which conceals the complex ways hierarchies of power are enabled by the social construction of normalcy. My aim is to raise a collective awareness of anti-Blackness in negotiating equity in educational opportunities in universities for students with disabilities. The study concludes by discussing how the impact of colonialism and structural inequities within accounts of Blackness and disability continue to produce injustice in university settings.

ISBN: 9781085579919Subjects--Topical Terms:

2191387
Education policy.

Normalizing Marginality: A Critical Analysis of Blackness and Disability in Higher Education.
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