Introduction
The educational study of gender is incomplete without an analysis of the intersection of gender and ability. As this entry discusses, gendered schooling structures and practices, schooling expectations, student and teacher experiences, as well as theoretical analyses of gender in schooling are always at once shaped by discourses and material practices surrounding what it means to be able or disabled. This entry explores the entanglement of gender and ability/disability within educational theorizing and the material practices of schooling, drawing especially from the work of critical and feminist disability studies. Gender is always intricately tied to ability/disability and understanding the role and impact of these social identities or constructs, including within educational systems, necessarily involves understanding their relationship with one another.
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Taylor, A. (2016). Intersections of Gender and Ability/Disability in Education. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_428-1
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DOI: https://doi.org/10.1007/978-981-287-532-7_428-1
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