In education settings the excludable type is often created through rhetoric around buildings being built prior to the Americans with Disabilities Act standards were codified, the idea that accessible bathrooms or facilities are on different floors or in different buildings, and rhetoric that shifts the focus from the disabled individual experiencing exclusion to administrators who are "doing their best." 

Excludable Types, Disability and Education

Titchkosky defines the excludable type as a marking given to individuals who are imagined out of existence or imagined into a different space where they are no longer a concern. 

University of Wisconsin - Madison

Price notes that welcoming is often used as a way of signaling that a learning environment or classroom has a value of being a space for all students to learn. However, Sara Ahmed points out that the term "welcomed" creates this idea that if you are being welcomed into a space that signals that that space is not considered your home - Ahmed asks us to think about who we conceptualize as being "welcomed" into spaces compared who do we build spaces for and expect to already feel at home in spaces. Price notes that this division in who is being welcomed works to entrench precarity.

"Welcoming" learning environments and Precarity

Price, M. (2024). Crip Spacetime. Duke University Press.

Crip Spacetime

Titchkosky, Tanya. 2011. The Question of Access: Disability, Space, Meaning. Toronto: University of Toronto Press.

The Question of Access: Disability, Space, Meaning.

Price points out that the verbs "to welcome" and "to include" are meant to have an object, someone or something has to be welcomed to be included. Yet, often these words are used as adjectives, e.g. a welcoming school or an inclusive workplace. This change in speech puts the focus on the space and leaves ambiguity about who is being welcomed, who they are being welcomed by, and why they are being welcomed.

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