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- W1574302871 abstract "When attending to dispositions, or educators’ assumptions and beliefs about teaching, learning, and students, teacher educators must develop a discourse that examines disability in terms of power and privilege. This article synthesizes literature related to critical race theory (CRT) and disability theory to elucidate the need for a critical ability theory in teacher education. Combining the tenets of CRT and disability theories provides a lens for viewing how power and privilege affect public and private conceptions of what it means to have a special need. Because recognition of privilege and identity serve as the cornerstones of dispositional development, prospective teachers should be asked to examine their dispositions through this lens. This article offers a novel way to explore the dispositions construct, as previous literature has not examined the ways that privilege and identity intersect with disability and teacher dispositions." @default.
- W1574302871 created "2016-06-24" @default.
- W1574302871 creator A5003527478 @default.
- W1574302871 date "2015-03-04" @default.
- W1574302871 modified "2023-09-26" @default.
- W1574302871 title "Deconstructing Dispositions: Toward a Critical Ability Theory in Teacher Education" @default.
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- W1574302871 doi "https://doi.org/10.1080/01626620.2015.1004602" @default.
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