Coined by civil right scholar Kimberlé Crenshaw, (1989), the term intersectionality present a critical framework for understanding how various aspects of a person's social and political identities combine to create different modes of discrimination and privilege. It is defined as the study of how various forms of inequality and disadvantage interact with each other and create compounded experiences of discrimination. Individuals experienced disadvantages because of interrelated sources of oppression, such as race, gender, class, sexuality, ability, and others. 

This page provides journal articles that help you understand different intersectional mental health issues.

Losleben, Lisa Katrin, and Sarah Musubika. Intersectionality. Routeledge, 2023. Print.

Allen Omeiza, K. (2024). Autistic and Black: Our experiences of growth, progress, and empowerment. Jessica Kingsley Publishers. Ase Community Foundation for Black Canadians with Disabilities (external link) 

Boveda, M. (2024). (PDF file) What's a Black feminist doing in a field like special education? Theory into Practice, 1-13. https://doi.org/10.1080/00405841.2024.2355816

Carroll, J. R. (Executive Producer). (2020-present). Views from the 8% (external link) [Audio podcast]. JRC the SLP, L.L.C. Sawubona Africentric Circle of Support (external link) 

Matthews, Amber (2020). Racialized youth in the public library: Systemic racism through a critical theory lens. The Partnership: The Provincial and Territorial Library Associations of Canada.

Mollow, A. (2017). Unvictimizable: Toward a fat black disability studies. African American Review, 50(2) 105-121

The Anti-Black Racism Task Force. (2023). Honouring Our Promise: Ending Anti-Black Racism. Retrieved from: https://www.hope-strategy.com/(external link).

Underwood, K., Snoddon, K., Gayle, C., & Moola, J. (2023). (PDF file) A resource scan for teaching about Black disabled and deaf childhoods. Toronto Metropolitan University.

Hickey, H., & Wilson, D. (2017). Whānau hauā: Reframing disability from an Indigenous perspective. MAI Journal, 6(1). https://www.journal.mai.ac.nz/system/files/MAIJrnl_6_1__Hickey_02a.pdf

Hollinsworth, D. (2013). Decolonizing Indigenous disability in Australia. Disability & Society, 28(5), 601–615. https://doi.org/10.1080/09687599.2012.717879

Ineese-Nash, N., Stein, M., & Patel, K. (2022). Wiingushk Okaadenige (Sweetgrass Braid): A Braided Approach to Indigenous Youth Mental Health Support during COVID-19. International Journal of Indigenous Health, 17(1). https://doi.org/10.32799/ijih.v17i1.36721

Ineese-Nash, N. (2021). Ontologies of Welcoming: Anishinaabe Narratives of Relationality and Practices for Educators. Occasional Paper Series, 2021(45). https://doi.org/10.58295/2375-3668.1388

Ineese-Nash, N. (2020). Finding our power together: Working with Indigenous youth and children during COVID-19. Child & Youth Services, 41(3), 274-276. https://doi.org/10.1080/0145935x.2020.1835161 

Ineese-Nash, N. (2019). Is resistance enough? Reflections of identity, politics, and relations in the “in-between” spaces of Indigeneity and settlerhood. AlterNative: An International Journal of Indigenous Peoples, 16(1), 10-17. https://doi.org/10.1177/1177180119878239 

Ineese-Nash, N. (2020). Disability as a colonial construct: The missing discourse of culture in conceptualizations of disabled Indigenous children. Canadian Journal of Disability Studies, 9(3), 28-51. https://doi.org/10.15353/cjds.v9i3.645 

Underwood, K., Ineese-Nash, N., & Hache, A. (2019). Colonialism in early education, care, and intervention: A knowledge synthesis. Journal of childhood Studies, 44(4), 21-35. https://doi.org/10.18357/jcs444201919209

Ineese-Nash, N., Bomberry, Y., Underwood, K., & Hache, A. (2017). Raising a child within early childhood dis-ability support systems Shakonehya:ra's ne shakoyen'okon:'a G’chi-gshkewesiwad binoonhyag ᑲᒥᓂᑯᓯᒼ ᑭᑫᑕᓱᐧᐃᓇ ᐊᐧᐊᔕᔥ ᑲᒥᓂᑯᓯᒼ ᑲᐧᐃᔕᑭᑫᑕᑲ: Ga-Miinigoowozid Gikendaagoosowin Awaazigish, Ga-Miinigoowozid Ga-Izhichigetan. Indigenous Policy Journal, 28(3).

Ineese-Nash, N. (2018). Gizhaawaso: Culture as a protective factor for Indigenous children with disabilities. eceLINK Peer Reviewed Collection, 2(1).

Blanks, K. A. (2024). Black Crip Superpowers: Reimagining Disability and Futurity for Black Crip Queers. Journal of Literary & Cultural Disability Studies, 18(2), 135–152. https://doi.org/10.3828/jlcds.2024.2

Harley, D. (2016). Disabilities Among LGBTQ Elders. In The SAGE Encyclopedia of LGBTQ Studies (pp. 303–306).

Hogan, J. A. (2023). Having a Disability and Identifying as LGBTQ+: Are Educational Professionals Prepared for this Intersectional Experience? Journal of LGBT Youth, ahead-of-print(ahead-of-print), 1–22. https://doi.org/10.1080/19361653.2023.2231921

Miller, R. A., & Smith, A. C. (2021). Microaggressions Experienced by LGBTQ Students With Disabilities. Journal of Student Affairs Research and Practice, 58(5), 491–506. https://doi.org/10.1080/19496591.2020.1835669

Smith, E., Zirnsak, T., Power, J., Lyons, A., & Bigby, C. (2022). Social inclusion of LGBTQ and gender diverse adults with intellectual disability in disability services: A systematic review of the literature. Journal of Applied Research in Intellectual Disabilities, 35(1), 46–59. https://doi.org/10.1111/jar.12925

Cohen, E., Yantzi, N., Guan, J., Lam, K., & Guttmann, A. (2013). Residential movement patterns of families of young children with chronic conditions in Ontario, Canada: a population-based cohort study. International Journal for Equity in Health, 12(1), 62–62. https://doi.org/10.1186/1475-9276-12-62

Dewan, T., & Cohen, E. (2013). Children with medical complexity in Canada. Paediatrics & Child Health, 18(10), 518–522. https://doi.org/10.1093/pch/18.10.518

King, G., Petrenchik, T., Law, M., & Hurley, P. (2009). The Enjoyment of Formal and Informal Recreation and Leisure Activities: A comparison of school-aged children with and without physical disabilities. International Journal of Disability, Development, and Education, 56(2), 109–130. https://doi.org/10.1080/10349120902868558

Micsinszki, S. K., Tanel, N. L., Kowal, J., King, G., Menna-Dack, D., Chu, A., Parker, K., & Phoenix, M. (2023). Delivery and evaluation of simulations to promote authentic and meaningful engagement in childhood disability research. Research Involvement and Engagement, 9(1), 54–54. https://doi.org/10.1186/s40900-023-00468-9

Ogourtsova, T., Gonzalez, M., Zerbo, A., Gavin, F., Shikako, K., Weiss, J., & Majnemer, A. (2024). Lessons learned in measuring patient engagement in a Canada-wide childhood disability network. Research Involvement and Engagement, 10(1), 18–18. https://doi.org/10.1186/s40900-024-00551-9