Examining intersectionality of female students with disabilities to facilitate teacher education in Bangladesh
Bibliographic Data
| ID | 21723092 |
|---|---|
| Authors | Nayma Sultana Mim (0000-0002-6169-3512, Department of Educational Psychology, Counseling, and Special Education The Pennsylvania State University University Park Pennsylvania USA, corresponding author), Md Shahrier Haider (0009-0004-0680-8753, Institute of Education and Research University of Dhaka Dhaka Bangladesh) |
| Year | 2026 |
| Volume | 26 |
| Issue | 3 |
| Publication date | 2026-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70120 |
| OpenAlex | W7163671261 |
| Language | EN |
| References cited | 41 |
This study examines how multiple systems of oppression—ableism, sexism and educational discrimination—intersect to shape the lived experiences of female students with disabilities, with the goal of informing and strengthening teacher education in Bangladesh. Sixteen females with disabilities were selected through the purposive sampling technique for this study. Using an intersectional qualitative approach, researchers conducted semi‐structured interviews and focus group discussions with female students with disabilities across various educational settings. Data was analysed following a six‐step thematic data analysis framework. The findings highlight significant challenges related to enrollment, classroom participation, access to learning resources, and sustaining motivation for education. By centering the voices and narratives of female students with disabilities, this research underscores the urgent need to integrate an intersectional lens into teacher education programs. Such integration can help future educators better understand and respond to the intersecting identities of students while considering the multiple systems of oppression. The authors of this paper recommend embedding intersectional perspectives within the curriculum and pedagogy of teacher education to effectively support students with multiply marginalized identities in Bangladesh and other similar socio‐economic contexts
Curriculum · Focus group · Intersectionality · Narrative · Narrative inquiry · Nonprobability sampling · Qualitative research · Teacher education · Thematic analysis · Disability Education and Employment · Disability Rights and Representation · Inclusion and Disability in Education and Sport
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| Highly cited | No |
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