Abstract
Considerable research has documented student resistance to efforts at diversity and equity in college curricula. Scholars have also focused on negative attitudes among K-12 teacher candidates toward anti-racist and culturally informed approaches within education, as well as on the instrumental and teacher-centered approaches that typify special education teacher preparation. Through citing this research and drawing on my own experiences as a disabled art teacher education faculty instructor attempting to encourage a critical disability perspective, I make the argument that numerous factors contribute to an anti-critical attitude among teacher candidates preparing to work with students receiving special education services.
Recommended Citation
Stabler, Albert
(2024)
"Disabling Critique: Structural Barriers to Critical Disability Approaches in Teacher Education,"
Feminist Pedagogy: Vol. 5:
Iss.
2, Article 4.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss2/4
Included in
Art Education Commons, Disability and Equity in Education Commons, Higher Education Commons, Teacher Education and Professional Development Commons