Intersectionality of Indigeneity and Disability: Unveiling Issues to Educational Participation of Indigenous Learners with Disabilities
Submitted by:
Royce Salva
Abstract:
This paper is part of a doctoral dissertation that delves into the lived experiences of learners with disabilities from a particular indigenous community in the Philippines. Through the lens of the intersectionality framework, the intersecting identities of indigenous learners with disabilities were explored, primarily focusing on the educational issues they encounter. With the end goal of developing a culturally responsive special education framework for indigenous peoples with disabilities, this qualitative research employed a phenomenological approach to unveil the lived experiences of nine indigenous learners with disabilities, or co-researchers as referred to in the study. For the data collection, a basic information sheet, an observation checklist, a semi-structured interview questionnaire, and questions for the focus group discussions were utilized. The collected data was analyzed using the modified van Kaam method of Moustakas, as well as the thematic analysis of Braun and Clarke. The results reveal these four overarching themes that captured the educational issues of my co-researchers: (1) equity and accessibility issues; (2) social issues; (3) psychological, emotional, and motivational issues; and (4) cultural issues. Furthermore, these issues transpire at five distinct levels, ranging from the individual to the government and policy level. Each level corresponds to a sphere of influence, including key players who could impact the experiences of indigenous learners with disabilities. It was concluded that understanding these levels and their key players is crucial to fostering inclusivity in schools and addressing the intricate challenges of learners with intersecting indigeneity and disability.