Kimberlé Crenshaw’s (Crenshaw, 2016) concept of intersectionality argues that identities cannot be separated into neat categories because experiences are shaped through overlapping systems of power. This theory exposes how disability is interpreted too narrowly by society and institutions who continuously perpetuate ableism. Intersectionality provides a framework for recognising diversity and questioning whether current ideas of inclusion are genuinely equitable. Rather than simply adding accommodations, institutions need to rethink whose needs are prioritised in the design of education, work and public life.
Christine Sun Kim’s film offers a refreshing perspective on disability, intersectionality and ableism, as well as society’s expectations around gender, race and culture, which really spoke to me. Kim sits at the intersection of being Korean-American, deaf and also a mother, navigating the very exclusive and ableist contemporary art scene, where spoken language carries enormous cultural capital, often placing Kim at the margins of the sector. This piece explores how disability is shaped not only by physical or mental impairments but also by social attitudes, institutional barriers and unequal access to opportunities.
Kim’s positionality not only resists exclusion but also challenges the meaning of sound and communication through her work, using creativity and humour to communicate powerful messages. A recurring theme of this piece is the distinction between accessibility and inclusion, with disabled people expected to adapt themselves to dominant social norms.
Another recurring theme in Adepitan (ParalympicsGB 2020) and Kim’s films is that institutional ideas of “accessibility” can be reductive and superficial placing more importance on accommodations and policy adjustments than on changing perceptions and attitudes towards disability and intersectionality, thereby creating areas of social exclusion.
Watching these two pieces made me reflect on the institution I work for and my teaching practice, where I have observed mostly physical accommodations being made. However, more must be done to address the impact of disability and intersectionality towards students whose intersectional identities are often overlooked or disregarded. Accessibility in education should move beyond reactive support models and towards inclusive design from the beginning. In art and design education especially, students may face barriers linked not only to disability but also to finance, confidence, language or cultural expectations. UAL data highlights awarding and continuation gaps affecting disabled students, particularly where disability overlaps with race and class. From my teaching experience, students engage more confidently when flexibility and accessibility are normalised rather than treated as exceptional support.
The interviews also challenged the idea that disability automatically defines a person’s entire identity. There were also contrasting perspectives around disclosure and adaptation. Some individuals viewed accommodations positively because they created equal opportunities, while others expressed frustration that they constantly needed to negotiate access or explain themselves. This tension suggests that inclusion often places responsibility on disabled individuals rather than institutions.
One particularly striking experience I became aware of during my teaching practice involved a Black British student with a neurodivergent diagnosis who did not receive appropriate academic support due to discriminatory attitudes from another lecturer. The student’s reduced engagement was misattributed to race, rather than being understood through the intersectional lens of their lived experience. Intersectionality helps explain why simplified representations are harmful: they erase differences within disabled communities and flatten people’s experiences into stereotypes. This episode has since defined my own approach to teaching, strengthening my commitment to ensuring that similar oversights are recognised and addressed in my practice going forward.
Bibliography
Art21 (2023) Christine Sun Kim in “Friends & Strangers” – Season 11 | Art21 [YouTube video]. Available at: https://www.youtube.com/watch?v=2NpRaEDlLsI (Accessed: 17 May 2026).
Crenshaw, K. (2016) The urgency of intersectionality. TED Talk, TEDWomen 2016. Available at: TED Talk (Accessed: 17 May 2026)
ParalympicsGB (2020) ParalympicsGB Legends – Ade Adepitan [YouTube video]. Available at: https://www.youtube.com/watch?v=bnRjdol_j0c (Accessed: 17 May 2026)