Armut und Behinderung in Organisationen der Elementar- und Primarbildung. Ein Literatur-Review zu einer wenig beachteten intersektionalen Problematik

In this review relations of poverty and disability concerning the organizational relevance of elementary and primary education follow primarily an additive concept of differentiated diversity. Referring to discourse analysis based on the sociology of knowledge, intersectional approaches that show power relations in highly problematic interferences of classism and ableism, can be marked as only hinted in the examined texts. Meeting these desiderata intra-organizational relations can be deconstructed by problematizing organizational orientation and culture as well as the relevant children and primarily the educational staff, after initially showing abstract interrelations between poverty and disability in various forms. The problematized organizational relations are connected to relevant aspects outside the organization thematizing legal and sociopolitical aspects, but especially the children’s families. Manifold ambivalences of empowerment and suppression in being determined by and in dealing with poverty and disability can be characterized.