Through a qualitative case study analysis, this paper contextualizes the dynamic interplay of race, language, and ability through a conceptual framework grounded in raciolinguistics and principals of DisCrit theory, to answer the following research question: What are the tensions between the way a language radicalized student labeled as disabled is institutionally positioned by mechanisms of education policy and practice and the ways the student positions themselves? Findings shed light on how ideologies intersect and overlap to disenfranchise one student through institutional mechanisms of education policy and practice.

https://docs.google.com/presentation/d/1KNtjnI1ME4e-SA8QIzcG1CGYQYRdRvRsqHv6k8hK1B4/edit#slide=id.g26e537a9f5e_0_1303