Faculty Publications

“The Problem Isn’t Yourself Overcoming, It’s Other People Overcoming You:” A Decolonizing Mental Health Dse Curricular Cripstemology Reading Of Daniel And Luna’s Intersectional Dis/Ability Experiences

Document Type

Article

Journal/Book/Conference Title

Educational Studies - AESA

Volume

55

Issue

4

First Page

436

Last Page

452

Abstract

This study brings together 2 case studies to interrogate the intersectional experiences of historically marginalized youth at the intersections of power and identity from a decolonizing mental health disability studies in education (DSE) cripstemology approach. Specifically, we analyzed how US schools create normalized meanings of mental health. Daniel was a 1st-generation Mexican American to the United States, bilingual in both Spanish and English, and was labeled with a learning disability and a speech and language impairment. Daniel was born in Pinole, a southwestern major urban city and was in the 8th grade. Luna, a 16-year-old 10th-grader who lived at home with his mother and his stepfather and identifies as an Arab American, was on an individual education program for his disabilities including mild cerebral palsy, apraxia, and dysarthria. Luna identified as a pansexual and transgender individual and experiences depression and suicide ideation. There were similarities and differences between Daniel and Luna’s experiences related to intersectional disability oppressions that were interpersonal and institutional, their identity processes around school contexts tied to their ethnicities, language use, sexuality, and their experiences with colonial mental health hegemony. Our framework created new knowledge for theory, research, and praxis within US schools.

Department

Department of Special Education

Original Publication Date

7-4-2019

DOI of published version

10.1080/00131946.2019.1629925

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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