Call for Papers: Championing Children’s Linguistic Human Rights: Transformative possibilities at the intersections of language and disability in early care and education, Volume 13, No. 2 (June 2027)
This special issue focuses on championing children at the intersections of multilingualism and disability in early childhood education and care. Young children and their families are often excluded from conversations on race, multilingualism, and disability in education, as conversations tend to focus on elementary and secondary schooling experiences. The impact of these multiple identities and systems of power begins, for many children, at birth or shortly thereafter, so attention must also begin with young children. Children who are multilingual and also labeled as disabled experience the world at the intersections of language and disability (Cioè-Peña, 2017). The specific systems that address language and disability often function as independent siloes, requiring separate identification, diagnosis, and/or pathology in order to access support. Disability critical race theory in education (DisCrit) posits that both racialization and disability are not just about the individual person or child, but about the systems of power that impact their lives (Annamma et al., 2013).
Abstracts are due by May 1, 2026
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