Talking (and not talking) about race, social class and dis/ability: Working margin to margin

Beth A. Ferri, David J. Connor

Research output: Contribution to journalArticlepeer-review

27 Scopus citations


In this article we examine some of the omnipresent yet unacknowledged discourses of social and economic disadvantage and dis/ability within schools in the US. First, we document ways that social class, race, and dis/ability function within schools to further disadvantage and exclude already marginalized students. Next, we show how particular ways of talking about student ability and achievement rarely addresses this important connection. We then illustrate specific ways that race, social class, and dis/ability are elided even within more critical academic discussions. Finally, we argue for a more critical and sustained scholarly engagement that would necessarily entail reaching out margin-to-margin in order to fully understand and interrupt the myriad ways that race, economic disadvantage and dis/ability work to justify exclusion and inequality in schools.

Original languageEnglish (US)
Pages (from-to)471-493
Number of pages23
JournalRace Ethnicity and Education
Issue number4
StatePublished - Aug 2014


  • disability studies in education
  • race
  • social class

ASJC Scopus subject areas

  • Demography
  • Cultural Studies
  • Education


Dive into the research topics of 'Talking (and not talking) about race, social class and dis/ability: Working margin to margin'. Together they form a unique fingerprint.

Cite this