Supplementary Reading: Does Dis/ability Now Sit at the Table(s) of Social Justice and Multicultural Education? – A Descriptive Survey of Three Recent Anthologies
About Does Dis/ability Now Sit at the Table(s)?
In this thought-provoking article, Jeanne L. Higbee asks a super important question: when we talk about justice in education, are we really including everyone? More specifically—does disability have a seat at the table when we talk about social justice, diversity, and multicultural education?
To explore this, Higbee dives into three recent anthologies (collections of essays and research) that claim to be about justice and inclusion in education. She’s not trying to call anyone out—she’s genuinely curious. Do these books meaningfully include perspectives on disability and ableism, or do they unintentionally leave disabled students and scholars out of the conversation?
What she finds is a mixed bag. While there are some efforts to include disability topics, they often feel like an afterthought or are presented in a very medical or “special education” kind of way—not as a full-fledged part of the conversation about equity and identity. Meanwhile, race, gender, class, and sexuality are given more space and depth in these texts.
Higbee argues that if we’re serious about building truly inclusive classrooms and institutions, we have to start thinking of disability not as a separate issue, but as an integral part of social justice and multicultural education. That means recognizing ableism as a system of oppression (just like racism or sexism), and making sure disabled voices and experiences are centered—not sidelined.
This article is a call to action for educators, scholars, and activists: disability belongs in every conversation about justice, inclusion, and the future of education.
Before You Read
Think about your own education—diversity workshops, classroom discussions, textbook chapters on justice and inclusion. How often did you see disability mentioned? And when it was mentioned, how was it framed?
In this article, Jeanne L. Higbee challenges us to reflect on how disability fits into the broader landscape of multicultural education and social justice work. Spoiler alert: it often doesn’t get the attention it deserves. And that matters—because when we leave disability out of the conversation, we reinforce the idea that it’s somehow less important or not really a diversity issue.
As you read, think about how schools, curricula, and teacher training programs can move beyond “accommodation” and toward real inclusion. Ask yourself: Who gets to be at the table when we talk about justice—and who still has to knock?
Guiding Questions
- What does Higbee find when she analyzes the representation of disability in social justice and multicultural education anthologies?
- How is disability often framed differently from other identities like race, gender, or class?
- Why is it important to include disability as a central part of justice and equity conversations in education?
- What changes might be needed in educational institutions or practices to create a truly inclusive and just learning environment?
