Inclusive Institutions: Inclusive Intersections

The specific focus of this session is the intersection (Crenshaw, 1991) between dyslexia policy and practice and the ongoing, unacceptable assessment differentials in HE, between Black and White students. Following, and applying Crenshaw (1991), I suggest that an intersectional approach is fundamental to the development of nuanced understandings of the precise workings of exclusionary practice in HE. The session would be of interest to both dyslexia researchers/educators and to those concerned with addressing the ongoing assessment differential between Black and White students in HE.