Literaturnachweis - Detailanzeige
| Autor/in | Bialka, Christa S. |
|---|---|
| Titel | Deconstructing Dispositions: Toward a Critical Ability Theory in Teacher Education |
| Quelle | In: Action in Teacher Education, 37 (2015) 2, S.138-155 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| DOI | 10.1080/01626620.2015.1004602 |
| Schlagwörter | Teacher Education; Teacher Characteristics; Personality Traits; Teacher Attitudes; Disabilities; Attitudes toward Disabilities; Critical Theory; Race; Power Structure; Special Needs Students; Identification; Preservice Teachers; Student Teacher Attitudes; Literature Reviews |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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