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ABSTRACT. Using empirical research that explores the lived experiences of 16 racial and ethnic minorities with disabilities, this paper argues that the trialectics of space, disability, and intersectionality highlights how institutions of higher education are not neutral or static landscapes, but also draws attention to the significant role visual approaches have in gaining a deeper understanding of the significance of socio-spatiality on campus spaces. Arts-based visual approaches illustrate a multi-dimensional understanding of how spatiality and identities are interconnected. This approach also highlights how arts-based visual methods can facilitate a collaborative and empowering process between researchers and participants, especially when addressing individual and systematic oppression and hegemonies. Therefore, this paper considers the role of arts-based visual methodologies in the production and dissemination of spatial consciousness and spatial justice, especially for marginalized populations in higher education, when considering institutional diversity. pp. 43–68

Keywords: spatiality; arts based visual methodologies; disabilities; race and ethnicity; intersectionality; higher education

doi:10.22381/KC5520174

HOLLY E. PEARSON
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Chapman University

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