Challenging the Dominant Narrative on Undocumented Latinx Students with Disabilities: Understanding Is Not Enough
The purpose of this manuscript is to advance an understanding of how the dominant narrative shapes and mediates through a deficit perspective the educational experiences of undocumented Latinx students with disabilities (ULWD) in the United States We do this in three different ways. First, utilizing Latina/Latino Critical Race Theory (LatCrit) and Dis/ability Critical Race Studies (DisCrit) as theoretical frameworks, we describe the historical progression of the dominant narrative in the United States: how it has adapted through time to maintain status quo racial, linguistic, and ability hierarchies. Then, we focus on how this narrative portrays ULWD and explain how these portrayals influence the education of ULWD as forms of discrimination and tracking, for example. Finally, we urge educators to counteract the dominant narrative and its manifestations in the education of ULWD and provide actionable recommendations for doing so.ABSTRACT
Contributor Notes
Author Bio
Carlos E. Lavín is an Assistant Professor in special education at the College of Charleston. He earned his doctorate in special education from George Mason University in Fairfax, Virginia. His research interests include the intersectional space occupied by Latinxs students with dis/abilities, counterspaces in higher education institutions, and international special education. Before pursuing his PhD, Dr. Lavín worked as a special educator in a resource setting, focusing on students with autism, behavior problems, and learning disabilities for over 9 years. Dr. Lavín worked in dual language schools, charter schools, and public schools in North Carolina. He now lives on James Island, SC. with his awesome wife and two amazing kids.
Dr. Grace L. Francis is an Associate Professor of Special Education at George Mason University. Her research interests include family professional partnership policies and practices and postschool outcomes that result in a high quality of life for individuals with extensive support needs.
