Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability critical race theory (DisCrit), this paper explores the educational provision and existing support measures for minoritised students with dis/abilities and the issues and challenges faced by them. It draws on various policy documents from related government departments and others. The paper presents three theoretical arguments: (1) that dis/ability discourse needs to be more inclusive; (2) that the medical model currently provides limited support for minoritised students with dis/abilities in Hong Kong; and (3) that a social model, rather than the current medical model would provide inclusive support. Copyright © 2022 University of Cambridge, Faculty of Education.
CitationBhowmik, M. K., & Kennedy, K. J. (2022). Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong. Cambridge Journal of Education, 52(4), 519-537. doi: 10.1080/0305764X.2022.2040952
- Minoritised students
- Medical model of dis/ability
- Social model of dis/ability
- Dis/ability critical race theory (DisCrit)
- Equity and inclusion
- Hong Kong