"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

Autor/inn/en	Hernández-Saca, David I.; Kahn, Laurie Gutmann
Titel	"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
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 55 (2019) 4, S.436-452 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernández-Saca, David I.) ORCID (Kahn, Laurie Gutmann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2019.1629925
Schlagwörter	Students with Disabilities; Mental Health; Disadvantaged Youth; Power Structure; Identification (Psychology); Middle School Students; High School Students; Behavior Standards; Social Behavior; Student Experience; Resistance (Psychology); Bullying; Learning Disabilities; Sexuality; Suicide; Mexican Americans; Arabs; North Americans; Language Usage + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Psychohygiene; Benachteiligter Jugendlicher; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Social behaviour; Soziales Verhalten; Studienerfahrung; Resistenz; Mobbing; Learning handicap; Lernbehinderung; Sexualität; Selbstmord; Hispanoamerikaner; Arab; Araber; Sprachgebrauch
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01