Using Crip Theory to Reimagine Student Development Theory as Disability Justice

Autor/inn/en	Abes, Elisa S.; Wallace, Michelle M.
Titel	Using Crip Theory to Reimagine Student Development Theory as Disability Justice
Quelle	In: Journal of College Student Development, 61 (2020) 5, S.574-592 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Students with Disabilities; Physical Disabilities; College Students; Social Theories; Student Development; Social Bias; Attitudes toward Disabilities; Identification (Psychology); Social Influences; Student Characteristics; LGBTQ People + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Physical handicap; Körperbehinderung; Collegestudent; Gesellschaftstheorie; Sozialer Einfluss
Abstract	Wading into the third wave of student development theory, we used crip theory to reimagine nonableist student development theory. Based on data from an intersectional study of college students with physical disabilities, we analyzed the narratives of two participants. Cripping these narratives revealed how framing student development theory through an interdependence framework disrupts the independent/dependent binary that marginalizes disabled students as less developed or nonexistent. Practical implications of this reframing are rooted in disability justice, suggesting contexts that foster an interdependent framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01