ERIC Number: EJ1062185
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 94
Deconstructing Dispositions: Toward a Critical Ability Theory in Teacher Education
Bialka, Christa S.
Action in Teacher Education, v37 n2 p138-155 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Evaluative; Information Analyses
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A