Conference Program

Introduction

Within the Italian school system, despite the formally inclusive framework, educational practices aimed at bi-plurilingual pupils labelled as disabled often follow an approach that separates ‘language needs’ from ‘special educational needs’, alongside processes of categorisation, medicalisation and micro-exclusions (D'Alessio, 2011; Migliarini et al., 2020; Stinson et al., 2025). In this context, these pupils risk falling into intersectional gaps (Artiles & Kozleski, 2016), due to educational practices that proceed along parallel tracks (Bini, 2020; Caldin & Cinotti, 2018). Building on this tension, and integrating Disability Critical Race Theory (Annamma et al., 2013, 2018) with the Critical Disabilities Raciolinguistic Perspective (Cioè-Peña, 2021; Migliarini & Cioè-Peña, 2024), this paper presents an ongoing research project aimed at examining the interdependence of various forms of oppression (Collins, 1990; Crenshaw, 1991) in shaping discourses and practices related to language education in a school context.

Methodology

This action research project, conducted in a primary school in north-eastern Italy, views the language education process as a prime vantage point for an intersectional analysis that examines the interdependence of racism, ableism and linguicism in perpetuating notions of normality (Annamma et al., 2013) and in affecting access, participation and inclusion. Furthermore, the project aims to make visible the implicit assumptions that guide these processes, through cycles of observation, reflection and intervention, fostering critical reflexivity among teachers (Kemmis & McTaggart, 1988) and developing replicable methodological approaches for intersectional research in school settings. Firstly, the research design does not focus on individual ‘cases’ and avoids reproducing categorising logics and categories themselves, such as ‘SEN’ or ‘migrant background’, which are instead treated as constructions that are not neutral, but performative and essentialist, fuelling processes of pathologisation and compartmentalisation of students (Stinson et al., 2025), and linguistic or behavioural expectations. The focus is therefore placed on school practices, from a contextual and situated perspective. Furthermore, the project involves teachers, classes and families, combinating observations, interviews, document analysis, interventions and focus groups. This approach contributes to the analysis of different perspectives, whilst minimising researcher bias. The research adopts micro-experiments based on the TrUDL (Translanguaging Universal Design for Learning) model, conceived as a practice of intersectional social justice (Cioè-Peña, 2022). In addition to offering tools for overcoming the dichotomy between language acquisition and disability (Przymus & Alvarado, 2019), the application of this intersectional educational model helps to transform the view of language-culture and disability from a problem into a ‘gift to be nurtured’ (Annamma & Morrison, 2018, p.77). Finally, the introduction of micro-experiments allows us to explore whether the renegotiation of practices fosters processes of problematisation, reflexivity and transformation of the representations that guide inclusion.

Conclusions

Whit a transformative intent (Kemmis et al., 2014), this action research project aims to provide tools for intersectional inclusion that move beyond fragmented perspectives and practices and recognise the multidimensional nature of identities. At the same time, the project seeks to outline forms of intersectional research capable of fostering greater awareness of the processes that shape inclusion and exclusion, from a social justice perspective.