Intersectionality, Disability, Justice, and Critical Pedagogy

Abstract

The current state of scholarship in adapted physical activity is largely void of empirical research from a (social) justice or critical pedagogy perspective. The purpose of this chapter is to advocate for a robust social justice agenda in adapted physical activity research and praxis, and to suggest directions for the future of social justice research in our field. First, we define and conceptualize social justice as advocacy, agency, and action. Next, we suggest the utilization of a critical theoretical framework in conducting research involving historically marginalized populations (e.g., students of colour with disabilities). Specifically, this chapter is theoretically grounded by intersectionality to provide a nuanced understanding of social constructions such as disability; gender and sexual orientation; ethnicity, culture, language, and race; citizen, immigrant, or refugee status; and sociometric status. Intersectionality is an analytical, theoretical, and methodological lens (Agénor, 2020; Bowleg, 2012; Carbado et al., 2013; Museus & Griffin, 2011).