Toward a Global Affective Intersectional Epistemology in Inclusive Education

This chapter offers a critical special education approach that hinges on a global affective intersectional epistemology to inclusive education. The contribution focuses on reexamining the pathologization of students living in interlocking systems of oppression (e.g., race, ability, migratory status, language, religion) from a transdisciplinary perspective and critical emotion praxis. This emphasizes the coupling of critical thinking, reflection, and feeling before educators and school professionals act within global educational contexts. We highlight how global affective epistemology: (a) challenges the legacy of social science positivism and scientism hegemony in special education; (b) accounts for macro-, meso-, and micro- levels of analysis to promote equity in education for each student; and (c) promotes a research model that explores the moment-to-moment interactions between migrant, multiply marginalized students and educational professionals. Finally, we argue how such an epistemological approach pushes educators and researchers to understand the sociopolitical context of multiply marginalized students, as well as reframing inclusive education as a social justice issue.