Intersectionnalité du handicap et d'autres identités et biais implicites
Découvrez l'intersectionnalité et ses manifestations dans l'éducation, puis explorez des stratégies et des ressources pour créer des environnements d'apprentissage libérés.
Intersectionnalité du handicap et d'autres identités et biais implicites
Intersectionnalité du handicap et d'autres identités et biais implicites
Intersectionnalité du handicap et d'autres identités et biais implicites
We cannot speak about inclusion settings without addressing the intersectionality of disability and race, as well as other social identities such as gender, ethnicity, and sexual orientation. This resource defines intersectionality and describes its manifestations in education. It also offers strategies for addressing implicit biases in Integrated Co-Teaching (ICT) classrooms and provides a list of anti-racist and intersectionality resources for educators.
Fill out our Rubik’s Cube with your own social identities. How is/are your identity/ies similar to and/or different from the identities of your students? How might this impact your students?
L'intersectionnalité est l'étude de la façon dont les identités sociales qui se chevauchent ou qui se recoupent, telles que la race, le sexe et la classe, se rapportent aux systèmes et aux structures de discrimination et d'inégalité.
In the words of Professor Kimberlé Crenshaw, who coined the term, intersectionality is
“a lens, a prism, for seeing the way in which various forms of inequality often operate together and exacerbate each other. We tend to talk about race inequality as separate from inequality based on gender, class, sexuality, or immigration status. What’s often missing is how some people are subject to all of these, and the experience is not just the sum of its parts.”
À quelle fréquence pensez-vous à l'intersectionnalité ?
Quand pensez-vous à l'intersectionnalité ?
Why do/don’t you think about intersectionality?
Let’s Use a Rubik’s Cube as a Metaphor for Intersectionality
Imagine each color represents a different type of social identity (e.g., red for ethnicity) or identity trait.
Here, the unsolved Rubik’s Cube illustrates how much variety there can be in identity groupings. This is a reflection of our student population.
People’s life experiences can vary depending on their grouping of identity traits. Because of these groupings some people experience more privilege than others, while others experience more oppression. As educators, rather than trying to solve the puzzle, we can acknowledge the variety within these colorful planes, and by acknowledging our student’s whole selves we can move toward equity.
Now imagine each side of the Rubik’s Cube is one student, with nine intersecting identities. Then imagine that four students represent the four sides of the cube, and that all of the colors on the cube represent the life experiences these four students bring into your classroom.
Quelles similitudes pourraient-ils partager ?
Quelles pourraient être les différences majeures entre eux ?
Comment ces similitudes et ces différences pourraient-elles affecter leur façon d'apprendre ?
Self-Reflection Questions:
How can stereotypes based on students’ social identities play out in the classroom? What can we do to prevent students from feeling harmed?
Comment s'engager à comprendre et à intervenir afin d'offrir l'égalité des chances éducatives aux élèves quelle que soit leur identité ?
Fill in your own social identities on our Rubik’s Cube. How is/are your identity/ies similar to or different from the identities of your students? Can you find common ground to better connect with your students?
In the case of intersectionality in education, Crenshaw encourages educators to think about how the intersectionality of identities affects the relationships between students and educators, peers, and administrators. It is only by committing to understanding intersecting identities, how they might affect students, and the history behind these identities, that we can work toward creating liberated learning environments in which all students can thrive.
Biais implicite
Le racisme structurel et la discrimination dans l'éducation ont été bien documentés. Il existe moins de recherches sur l'intersectionnalité du handicap et d'autres identités sociales telles que la race et le sexe. Cependant, ce sujet est crucial pour notre compréhension de la dynamique au sein des classes de TIC.
One of the reasons that the intersectionality of disability and other social identities is less researched may be that within the educational systems, decision-makers who usually have a lot of discretion often believe that they are acting objectively based on facts. However, research shows that biais implicites—that is, attitudes or stereotypes that affect our understanding and actions in an unconscious manner—exist in all aspects of education and disability diagnosis (identification, placement, and discipline).
(Note: The presenter speaks quickly, particularly during a montage within the video. You can press the settings icon on the bottom right-hand corner of the screen to choose a slower playback speed.)
Studies have shown that Black and other minority students are
more likely to be misdiagnosed;
more likely to be educated in restrictive environments as opposed to the least restrictive environment called for by the Individuals With Disabilities Act (IDEA);
likely to be over-diagnosed in high-incident categories of disability (which are more subjective) and under-diagnosed in low-incident categories (which are more objective).
Le nombre disproportionnellement élevé d'étudiants noirs avec des diagnostics de handicap subjectifs par rapport aux diagnostics objectifs est un indicateur clair de la façon dont les biais implicites peuvent être pris en compte dans le diagnostic de handicap d'un étudiant.
Gender Bias and Disability Diagnosis
Autre exemple de biais implicite dans les diagnostics, la recherche montre que les femmes ont souvent été exclues de la recherche médicale et sont fréquemment mal diagnostiquées. Un exemple courant est le sous-diagnostic de l'autisme chez les femmes, lié à un manque de recherche.
“The percentage served under IDEA who received services for autism was higher for male students (13 percent) than for female students (5 percent).”
Author Maya Dusenbery spoke at the Society to Improve Diagnosis in Medicine Conference about the impact of implicit bias on women’s health stemming from two major gaps: a “knowledge gap” and a “trust gap.” In the article “Women More Often Misdiagnosed Because of Gaps in Trust and Knowledge,” Liz Seegert shares Dusenbery’s ideas from the conference. Dusenbery explained, “There’s a general lack of knowledge about women’s symptoms, bodies, and conditions that disproportionately affect them. That’s the legacy of decades of women being underrepresented or excluded from the research.”
Dusenbery went on to note that “there’s a lack of trust in women’s self-reports about what they’re experiencing, and a tendency to dismiss or psychologize complaints. That is part of the broader cultural stereotypes about women, and in particular, the conflit d'hystérie, whose explanations ranged from a ‘wandering womb’ to demonic possession to witchcraft. Once Freud entered the picture at the end of the 19th century, hysteria became a catch-all psychological explanation for these unexplained complaints, which manifested as physical symptoms.”
Implicit Bias and Consequences in the Classroom
Il y a aussi des conséquences une fois que les élèves ont été diagnostiqués. Par exemple, il y a un taux élevé d'étudiants ayant un diagnostic de handicap qui sont suspendus et expulsés.
“Nearly 75 percent of special education students were suspended or expelled at least once.”
Keeping in mind that during the 2018–19 school year, more than seven million students in the United States of America received special education services, we can begin to sense the grand scale of implicit bias and lack of awareness of how intersectionality can impact students with disabilities in ICT classrooms. Often the implicit biases held by classroom educators and administrators can compound upon one another, which can have consequences beyond students’ K-12 education.
Going back to the analogy of the Rubik’s Cube, consider that this resource has only cited very briefly how implicit biases often play out in diagnosis and treatment with two of so many possible identities.
Stratégies pour lutter contre les biais implicites dans les salles de classe des TIC
Personne n'est à l'abri des préjugés implicites, et plus nous reconnaissons et prenons conscience de nos propres préjugés, meilleures sont nos chances de les surmonter et d'offrir à nos étudiants des environnements d'apprentissage libérés.
Que pouvons-nous faire en tant qu'AT ?
En tant qu'artistes enseignants, il existe plusieurs stratégies que nous pouvons utiliser pour remédier à nos préjugés implicites. These strategies focus on self-reflection and lifelong learning.
Reconnaître nos préjugés individuels et être motivé pour être juste.
Interagir avec des personnes de différentes cultures et accroître notre compréhension culturelle.
Identifiez les similitudes et les différences entre nous-mêmes, nos élèves et les adultes dans la salle afin que nous puissions trouver un terrain d'entente et mieux communiquer.
Planifiez nos leçons pour qu'elles soient accessibles et équitables à une grande variété d'apprenants et évitez de séparer ou de stigmatiser les élèves.
Écoutez activement, au lieu de faire des suppositions, lorsque vous interagissez avec les élèves.
Personnalisez les élèves et concentrez-vous sur leurs forces individuelles et leur potentiel de croissance.
Auto-réflexion :
Explorez vos propres biais implicites potentiels. Projet implicite* à l'Université Harvard propose des évaluations gratuites pour aider les individus à identifier leurs biais implicites. Ces évaluations testent les associations implicites concernant la race, le sexe, l'orientation sexuelle et d'autres sujets. Ils sont offerts en plusieurs langues.
*Bien que des questions sur l'exactitude et les avantages de ces évaluations aient été soulevées, nous mentionnons ici le projet implicite car il a contribué à développer la notion de biais implicite.
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