Thus we advocate for a multimodal analysis of discrimination that solves best for the entanglement of ableism and racism
Morrison and Annamma 16 (Deb Morrison is a Research Scientist at the University of Washington, Dr. Morrison is a learning scientist working in areas of climate and anti-oppression design based research. Subini Ancy Annamma is an Associate Professor in the Graduate School of Education at Stanford University. Her work emphasizes increasing access to equitable education for historically marginalized students, particularly children identified with disabilities. Conceptualizing color-evasiveness: using dis/ability critical race theory to expand a color-blind racial ideology in education and society, 11/16, https://www.researchgate.net/publication/309902550_Conceptualizing_Color-evasiveness_Using_Disability_Critical_Race_Theory_to_Expand_a_Color-blind_Racial_Ideology_in_Education_and_Society?enrichId=rgreq-0bbd110e8b05d334ae0976eaeaccb9c1-XXX&enrichSource=Y292ZXJQYWdlOzMwOTkwMjU1MDtBUzo1NTgxNjY5ODE0NDc2ODBAMTUxMDA4ODc4NjQzNQ%3D%3D&el=1_x_3&_esc=publicationCoverPdf
Calling the racial ideology of refusing to acknowledge race color-blindness also implies that racism is perpetuated only through sight and resisted through sightlessness (Obasogie 2010). However, racism is multimodal and is not limited to only one modality. In other words, racism is informed by visuals, graphic, text, speech, and audio (Lopez 2015). For example, Bertrand and Mullainathan (2004) responded to 1300 employment ads with more than 5000 resumes, some with Black sounding names and others with white, and found that resumes with white names receive 50% more callbacks for interviews. More recently, Edelman, Luca, and Svirsky (2015) found that in the sharing economy, guests with Black sounding names on the website Airbnb were approximately 16% less likely to be accepted than identical guests with white names. Huber (2011) shared the experiences of a Latina participant, who was forced to go to speech classes to correct her accent,
Despite her fluency in English several years later, she was removed from the mainstream classroom to participate in “speech therapy” where she was taught the “proper” pronunciation of English words. Carolina’s description of this experience as “speech therapy” signifies that there was something wrong with the way she spoke English that required a remedy. (392)
This testimonio (Perez-Huber 2011) reflects not only the multimodal, or multisensory, nature of racism (Perez-Huber and Solorzano 2015), as Carolina was segregated for remediation of her accent, but also ways racism and ableism work interdependently. Once Carolina was constructed as different via her accent, her difference was viewed as deficit and was used as justification to label her as deficit and remove her from her peers (Matsuda 1991). Moreover, Black deaf people often sign with a different variance of signs than white deaf people (Woodward 1976). A commitment to (un)spoken norms-in this case that racism is only perpetuated through the modality of sight-can mask the ways the social processes of racism, ableism, and other oppressions are multimodal. Said differently, color-evasiveness illustrates the multiple hidden normatives of not just the body, but also other social and cultural considerations of what is considered normal and therefore good (Broderick and Leonardo 2016).