- Disabled girls of color and "creative resistance" (from Ferri and Connor). [Note: the girl(s) you chose do not
necessarily have to manage learning disabilities--dis/abilities may vary]. - The complexities of disabled girlhood and intellectual disability (from Erevelles and Mutua)
BASED on your key concept and your example, you will:
consider how and why the disabled girls of color in your example creatively resist the intersecting forces of
ableism, sexism, racism and often classism that seem to shape their possibilities.
consider how the girls with intellectual disabilities in your example navigate cultural expectations for "ideal"
girlhood.
consider how disabled girls and girlhoods in cultural narratives (of any race, class and sexuality and with any
disability--physical/visible and/or invisible) are positioned as "happy objects" and what the implications are of
this positioning
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