Developing a Critical Space Perspective in the Examination of the Racialization of Disabilities

Researchers have long argued that the spatial dimensions of our lives, in addition to the social and historical, have important practical and policy significance (Lefebvre, 1991; Soja, 1989, 2010). Although theorizing space has increased in recent years in a number of disciplines, including sociology, anthropology, postcolonial studies, and economics, to name a few (Peake & Schein, 2000), it has been relatively under-theorized in education (Tate, 2008).