Valentina Migliarini
Biographic Data
| ID | 758258 |
|---|---|
| NAME | Valentina Migliarini |
| GIVEN NAMES | Valentina |
| FAMILY NAME | Migliarini |
| SIGNATURE | MIGLIARINI V |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0002-0823-9847 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Discipline, Conformity, Compliance—An Analysis of Italy and Tunisia’s Education Guidelines for ‘Westernized’, White, Middle-Class Nations
The conjuncture of our present time, as Stuart Hall would argue, calls for a critical scrutiny of socio-political forces that aim to destabilize epistemologies and praxis of inclusion, diversity and equity. Such forces use education as a strategic site to perpetuate far-right ideologies and the idea of superiority of white, Western, middle-class nation-states. This article explores more recent manifestations of fortress Europe through the co-opta…
DisCrit mothering: Interrogating consequential education for our children’s lives and humanity
In this special issue, a collective of mother-scholar-activists focus on exploring the possibilities for an intersectional critical stance for motherhood. Building on and extending the field of Critical Race Parenting (ParentCrit), we propose a global DisCrit Mothering approach. We draw from Disability Critical Race Theory in Education (DisCrit) and Revolutionary Mothering, to forward DisCrit Mothering as politicized action (as opposed to biologi…
Solidarity on the screen and six feet apart? DisCrit mothering amid multiple social crises
In justice movements, solidarity means showing up for the humanity of others. This paper explores DisCrit mothering as a form of solidarity with children and families dehumanized by ableism and racism. As three motherscholars, who occupy varying spaces of privilege/marginalization in the academy, we reflect on our attempts to support our communities through DisCrit mothering, especially amid a global pandemic, uprisings for racial justice, and on…
We Persist in this Cycle: A Critical Disability Raciolinguistic Analysis of Behavioral Policies for Emergent Bilinguals Labeled as Disabled
Race had never been an issue’: Examining white supremacy in English language teaching
This paper explores the ways in which white monolingual and monocultural English teachers articulate racial issues and conceptualise the racial identities of multiply-marginalised students in the classroom context. Drawing on the work of Charles Mills, this contribution aligns with an understanding of white supremacy as a means to historically dispossess, assimilate, and eliminate negatively racialized and language-minoritized communities, throug…
Performing the good (im)migrant: Inclusion and expectations of linguistic assimilation
This paper analyzes how language is framed as a route to full inclusion, particularly for unaccompanied asylum-seeking students labelled as disabled. It is based on a qualitative study carried out in the Italian city of Rome, which, although cosmopolitan, is often characterised by nationalistic political landscapes. The manuscript reveals how institutional biases (re: race, ability, and migration) about unaccompanied forced migrant youth, often m…
A DisCrit-Informed Person-Centered Approach to Inclusive Education in Italy
In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and Piano Didattico Personalizzato (Personalized Didactic Plans) through nondeficit, intersectional, and culturally relevant approaches. Drawing on an initial …
Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls
Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racia…
A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in Tesol
Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students’ proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers’ uncritical and unsupported engagement with policy and professional l…
Inclusive Education for Disabled Refugee Children: A (Re)Conceptualization through Krip-Hop
Inspired by Hip-Hop pedagogy and the Krip-Hop movement, this paper aims to address the limits of inclusive education for disabled migrant students, by drawing on the community event “I am Hip-Hop” that took place in June 2019 in Italy. Through this community intervention, migrant and disabled migrant youth were provided a creative platform to reflect critically about their identity and journey. Ultimately, this paper offers teachers recommendatio…
Inclusive education in the (new) era of anti-immigration policy: Enacting equity for disabled English language learners
The authors present a qualitative study which investigates the intersections between English Language Learner (ELL) status, disability, and special education in a mid-sized urban school district in Upstate New York. They explore how teachers conceptualize and implement New York State Education Department policies which affect the inclusive education of ELL students. The authors discuss how the discourse used in these policies, along with teachers…
SEN Policies and migrant children in Italian schools: Micro-Exclusions Through Discourses of Equality
This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e. school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thin…
SENitizing’ migrant children in inclusive settings: Exploring the impact of the Salamanca Statement thinking in Italy and the United States
This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016 Artiles, A. J., and E. B. Kozleski. 2016. “Inclusive Education’s Promises and Trajectories: Critical Notes About Future Research on a Vulnerable Idea.” Education Policy Analysis Archives …
Subjectivation, agency and the schooling of raced and dis/abled asylum-seeking children in the Italian context
This paper intends to address the challenges that the Italian education system is facing in terms of policies and practices relating to dis/abled asylum-seeking and refugee children, in order to make sense of the politics of daily life inside schools and the network of social services for forced migrants, and to pay renewed attention to the notion of ‘social and educational integration’. The starting point of this paper is the idea that the curre…
Colour-evasiveness’ and racism without race: The disablement of asylum-seeking children at the edge of fortress Europe
This article explores discriminatory discourses articulated by Italian professionals operating in educational, health and social services for refugees in Rome, in relation to the educational and social inclusion of unaccompanied asylum-seeking and refugee children. It locates such narratives within the historical ‘concealment and invisibilisation of race and racism’ that have characterised Italy particularly since the end of the Second World War,…
Colour-evasiveness’ and racism without race: The disablement of asylum-seeking children at the edge of fortress Europe
This article explores discriminatory discourses articulated by Italian professionals operating in educational, health and social services for refugees in Rome, in relation to the educational and social inclusion of unaccompanied asylum-seeking and refugee children. It locates such narratives within the historical ‘concealment and invisibilisation of race and racism’ that have characterised Italy particularly since the end of the Second World War,…
Performing the good (im)migrant: Inclusion and expectations of linguistic assimilation
This paper analyzes how language is framed as a route to full inclusion, particularly for unaccompanied asylum-seeking students labelled as disabled. It is based on a qualitative study carried out in the Italian city of Rome, which, although cosmopolitan, is often characterised by nationalistic political landscapes. The manuscript reveals how institutional biases (re: race, ability, and migration) about unaccompanied forced migrant youth, often m…
SENitizing’ migrant children in inclusive settings: Exploring the impact of the Salamanca Statement thinking in Italy and the United States
This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016 Artiles, A. J., and E. B. Kozleski. 2016. “Inclusive Education’s Promises and Trajectories: Critical Notes About Future Research on a Vulnerable Idea.” Education Policy Analysis Archives …
Inclusive education in the (new) era of anti-immigration policy: Enacting equity for disabled English language learners
The authors present a qualitative study which investigates the intersections between English Language Learner (ELL) status, disability, and special education in a mid-sized urban school district in Upstate New York. They explore how teachers conceptualize and implement New York State Education Department policies which affect the inclusive education of ELL students. The authors discuss how the discourse used in these policies, along with teachers…
A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in Tesol
Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students’ proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers’ uncritical and unsupported engagement with policy and professional l…
SEN Policies and migrant children in Italian schools: Micro-Exclusions Through Discourses of Equality
This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e. school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thin…
Subjectivation, agency and the schooling of raced and dis/abled asylum-seeking children in the Italian context
This paper intends to address the challenges that the Italian education system is facing in terms of policies and practices relating to dis/abled asylum-seeking and refugee children, in order to make sense of the politics of daily life inside schools and the network of social services for forced migrants, and to pay renewed attention to the notion of ‘social and educational integration’. The starting point of this paper is the idea that the curre…
Subjectivation, agency and the schooling of raced and dis/abled asylum-seeking children in the Italian context
This paper intends to address the challenges that the Italian education system is facing in terms of policies and practices relating to dis/abled asylum-seeking and refugee children, in order to make sense of the politics of daily life inside schools and the network of social services for forced migrants, and to pay renewed attention to the notion of ‘social and educational integration’. The starting point of this paper is the idea that the curre…
Colour-evasiveness’ and racism without race: The disablement of asylum-seeking children at the edge of fortress Europe
This article explores discriminatory discourses articulated by Italian professionals operating in educational, health and social services for refugees in Rome, in relation to the educational and social inclusion of unaccompanied asylum-seeking and refugee children. It locates such narratives within the historical ‘concealment and invisibilisation of race and racism’ that have characterised Italy particularly since the end of the Second World War,…
SENitizing’ migrant children in inclusive settings: Exploring the impact of the Salamanca Statement thinking in Italy and the United States
This paper emphasizes the aporetic nature of the Salamanca Statement on Special Needs Education (UNESCO, 1994), adopting a cross-cultural perspective. It draws on an intersectional perspective on inclusion (Connor, Ferri & Annamma, 2016; Artiles & Kozleski, 2016 Artiles, A. J., and E. B. Kozleski. 2016. “Inclusive Education’s Promises and Trajectories: Critical Notes About Future Research on a Vulnerable Idea.” Education Policy Analysis Archives …
Inclusive Education for Disabled Refugee Children: A (Re)Conceptualization through Krip-Hop
Inspired by Hip-Hop pedagogy and the Krip-Hop movement, this paper aims to address the limits of inclusive education for disabled migrant students, by drawing on the community event “I am Hip-Hop” that took place in June 2019 in Italy. Through this community intervention, migrant and disabled migrant youth were provided a creative platform to reflect critically about their identity and journey. Ultimately, this paper offers teachers recommendatio…
Inclusive education in the (new) era of anti-immigration policy: Enacting equity for disabled English language learners
The authors present a qualitative study which investigates the intersections between English Language Learner (ELL) status, disability, and special education in a mid-sized urban school district in Upstate New York. They explore how teachers conceptualize and implement New York State Education Department policies which affect the inclusive education of ELL students. The authors discuss how the discourse used in these policies, along with teachers…
SEN Policies and migrant children in Italian schools: Micro-Exclusions Through Discourses of Equality
This article analyses the underpinnings and implementation of Special Educational Needs (SEN) policies in Italy, within the internationally celebrated policy arena of Integrazione Scolastica (i.e. school integration), through an equity prism. The aim is to explore the extent to which SEN policies in Italy foster inclusion and equity in education, particularly when targeting migrant children. In doing so, the paper intends to advance critical thin…
A DisCrit-Informed Person-Centered Approach to Inclusive Education in Italy
In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and Piano Didattico Personalizzato (Personalized Didactic Plans) through nondeficit, intersectional, and culturally relevant approaches. Drawing on an initial …
Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls
Black girls’ experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racia…
A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in Tesol
Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students’ proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers’ uncritical and unsupported engagement with policy and professional l…
Performing the good (im)migrant: Inclusion and expectations of linguistic assimilation
This paper analyzes how language is framed as a route to full inclusion, particularly for unaccompanied asylum-seeking students labelled as disabled. It is based on a qualitative study carried out in the Italian city of Rome, which, although cosmopolitan, is often characterised by nationalistic political landscapes. The manuscript reveals how institutional biases (re: race, ability, and migration) about unaccompanied forced migrant youth, often m…
Race had never been an issue’: Examining white supremacy in English language teaching
This paper explores the ways in which white monolingual and monocultural English teachers articulate racial issues and conceptualise the racial identities of multiply-marginalised students in the classroom context. Drawing on the work of Charles Mills, this contribution aligns with an understanding of white supremacy as a means to historically dispossess, assimilate, and eliminate negatively racialized and language-minoritized communities, throug…
DisCrit mothering: Interrogating consequential education for our children’s lives and humanity
In this special issue, a collective of mother-scholar-activists focus on exploring the possibilities for an intersectional critical stance for motherhood. Building on and extending the field of Critical Race Parenting (ParentCrit), we propose a global DisCrit Mothering approach. We draw from Disability Critical Race Theory in Education (DisCrit) and Revolutionary Mothering, to forward DisCrit Mothering as politicized action (as opposed to biologi…
Solidarity on the screen and six feet apart? DisCrit mothering amid multiple social crises
In justice movements, solidarity means showing up for the humanity of others. This paper explores DisCrit mothering as a form of solidarity with children and families dehumanized by ableism and racism. As three motherscholars, who occupy varying spaces of privilege/marginalization in the academy, we reflect on our attempts to support our communities through DisCrit mothering, especially amid a global pandemic, uprisings for racial justice, and on…
We Persist in this Cycle: A Critical Disability Raciolinguistic Analysis of Behavioral Policies for Emergent Bilinguals Labeled as Disabled
Discipline, Conformity, Compliance—An Analysis of Italy and Tunisia’s Education Guidelines for ‘Westernized’, White, Middle-Class Nations
The conjuncture of our present time, as Stuart Hall would argue, calls for a critical scrutiny of socio-political forces that aim to destabilize epistemologies and praxis of inclusion, diversity and equity. Such forces use education as a strategic site to perpetuate far-right ideologies and the idea of superiority of white, Western, middle-class nation-states. This article explores more recent manifestations of fortress Europe through the co-opta…
Gender Studies (13 works) · Political science (13 works) · Sociology (13 works) · Gender Studies (8 works) · Law (7 works) · Pedagogy (7 works) · Law (6 works) · Psychology (6 works) · Critical Race Theory in Education (5 works) · Multilingual Education and Policy (5 works)