 Critical disability theorists argue that racism and ableism operate jointly, intensifying and borrowing from each other. These phenomena, along with other forms of oppression, thus call for intersectional analysis. This requires the simultaneous investigation of the multiple, intersecting power relationships that affect whole persons through pathologization, stigma, and exclusion (see the entries on  feminist perspectives on power  and  discrimination;  see also Crenshaw 1991 for the origin of the term “intersectionality”). Intersectional analyses in critical disability studies, including, for example, the work of Nirmala Erevelles and Andrea Minear (2010) and Fiona Kumari Campbell’s analysis of internalized ableism (2008a), employ and supplement the strategies of critical race theory. Dis/ability Critical Race Studies (DisCrit) is deeply engaged in this work. DisCrit finds its primary location in the field of education but has a wide remit because intersections between race and disability appear at diverse sites of experience and oppression.  Theorists tackle topics ranging from pedagogy (Annamma, Boelé, Moore, &amp; Klingner 2013) and the family (Annamma, Ferri, &amp; Connor 2018) to mass incarceration (Annamma 2014a and 2014b), immigration (Annamma 2013), and school violence (Watts &amp; Erevelles 2004). They track the pipelines and continuities among governing institutions to demonstrate how these sites interweave to condition the educational experiences of racialized, disabled subjects.