On the subject of right to education and identity. Why this is important to consider in special education research and practice. Remember the word 'disproportionality'.

Depending on how, where and in what body you were born, you access to education is decided.
What teachers and researchers know about this contributes to the outcome.

I do a lot of thinking of how an example of a girl posing as a boy the first 12 years of her life is even a possibility (not uncommon in Pakistan and Afghanistan -"bacha posh" see book The Underground Girls of Kabul by Jenny Norberg).

And this:To learn is to be free | Shameem Akhtar

https://youtu.be/2VBkDNzeRZM

And who do I think I am trying to convince Swedish teachers that it concerns them and their profession? Gender and disability work in complex ways. Here's what can be uncovered by contrasting one situation in far away (Pakistan) to two that are close by (Sweden and USA). Women there. Men here. Societal effects.

I am reading two articles in the book Special Education and Globalization:

Social justice and technocracy: tracing the narratives of inclusive education in the USA. Scot Danforth

The narrative of special education in Sweden: history and trends in policy and practice. Eva Hjörne

Some findings in a nutshell:
-Disadvantaged groups are over-represented when identifying special education needs
-rich kids get more help
-you are in for an uphill battle to get educated if... (male, get free lunch or subsidies, have spec ed needs, assistive support needs, are black, mixed or generally not white etc)

Disproportionality, identity, what I teach and what a teacher then does...
Different treatment leads to the denial of rights. At least knowing this is what our schools contribute to can help.