Despite the fact that the notion of disability has not been explicitly touched upon in critical pedagogy (Gabel 2002; Goodley 2007; Erevelles 2000), insights from critical pedagogy can provide a theoretical platform against which the notion of disability can be problematised, deconstructed and repositioned to probe and exemplify links amongst disability, race, class, culture, socioeconomic status and power. Towards this end, the notion of intersectionality is presented as a means to explore the ways in which disability rests upon, is intertwined with, and emanates from, other sources of social disadvantage.