The present paper aims at shedding light on this partly invisible intersection of vulnerabilities experienced by refugees with disabilities (not only) when accessing their right to education. In order to do so, the article first analyses the established right to inclusive education through the intersectional lens and discusses the extent of the protection international human rights law, with a special focus on the Convention on the Rights of Persons with Disabilities (CRPD), provides in the area of the right to inclusive education to refugees with disabilities. Secondly, in order to investigate the actual implementation of the established legal protection for this particular group, the article analyses all, i.e. 96, concluding observations on countries’ reports issued by the UN Committee on the Rights of Persons with Disabilities (CRPD Committee), which generally summarise the progress States Parties achieved when implementing the rights of persons with disabilities enshrined in the CRPD in the given review period. Finally, the paper discusses the findings in relation to the results of several field studies mapping the situation of refugees with disabilities worldwide with the aim of investigating the extent to which the CRPD Committee takes advantage of the intersectionality theory.

Source: Perspectives on Transitions in Refugee Education: Ruptures, Passages, and Re-Orientations

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DOI: 10.2307/j.ctv32bm1gz.6

ISBN: 978-3-8474-2626-4

eISBN: 978-3-8474-1786-6