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Intersectionality

Volume 15-Issue on socially engaged art and global challenges december 2021

Intersectional Dialogues around Cultural Policy in Malta

This article seeks to understand how social engagement and policy change in the cultural sector in Malta can cater for the needs of various individuals and communities, particularly minorities, based on the island. As it contextualises local cultural policy in the broad theoretical field of intersectionality, the article articulates a general backdrop linking geographical and political dimensions to the cultural scene and specific minorities in Malta. It then presents an outline of the recent National Cultural Policy issued by the Ministry for the National Heritage, the Arts and Local Government in 2021, giving an overview of some of the policy’s references to social inclusion and cultural access in the work conducted by various public stakeholders in the cultural and educational sectors. Finally, it describes and analyses data collected from two meetings held with various stakeholders representing different sectors in the country in order to elicit some conclusions about the significance of socially engaged arts, training and other perceived needs in the sector.
Volume 19-Issue 2: December 2025

Bilingual Literacy for Learners with Intellectual Disabilities: An Intersectional Position

Equitable literacy for learners with Intellectual Disabilities (ID) who are bilingual is often hindered by monolingual frameworks. This paper presents bilingual literacy as a right and a practical means to participation, rather than an optional addition. Using the Maltese context alongside international research, the paper compiles evidence on effective literacy practices for bilingual learners with ID. It reframes them through an intersectional perspective that acknowledges how disability, language, culture, and schooling systems should jointly create opportunities. The author translates this perspective into design principles for classroom practice and system leadership, highlighting common contextual difficulties, limited protected planning time, unclear language-of-instruction policies, and inconsistent preparation for bilingual, disability-responsive teaching. The author proposes solutions grounded in intersectional competence. In conclusion, a research agenda is proposed to test and expand intersectionally positioned biliteracy approaches.