Annotated Bibliography and Reflections 2
Disability and ability identities and identity development:
Riddell, S., & Weedon, E. (2014). Disabled students in higher education: Discourses of disability and the negotiation of identity. International Journal of Educational Research, 63, 38-46.
Case studies of students with disabilities in four universities were conducted, and it was observed that while it is inevitable for students with visible impairments to consider disability as a major aspect of identity, students with hidden impairments (developmental or mental) tend to choose not to disclose their disability to avoid discrimination. A case study of a female student with dyslexia in teacher training shared that while disclosing her disability benefited her with accommodations in lectures, she was disadvantaged during her placement. Successfully completing her next placement without disclosing her disability assured her decision. The authors claimed that disclosure of disability does not equal the acknowledgement of disability as a key part of their identity, thus, disability needs to be considered as only one of their identity dimensions, …show more content…
Yosso re-examined cultural wealth by applying the critical race theory, which challenges racial discrimination that influences social structure and considers the ways to empower people of colour. In contrast to considering only one form of cultural capital, valued by the privileged population, the author expanded the view to legitimatize the “other” ways of people of colour by defining community cultural wealth in 6 forms of capital, named aspirational, navigational, social, linguistic, familial, and resistant capital. The author asserts that people of colour bring various strengths and experiences to the society that also need to be considered
Disability and ability identities and identity development:
Riddell, S., & Weedon, E. (2014). Disabled students in higher education: Discourses of disability and the negotiation of identity. International Journal of Educational Research, 63, 38-46.
Case studies of students with disabilities in four universities were conducted, and it was observed that while it is inevitable for students with visible impairments to consider disability as a major aspect of identity, students with hidden impairments (developmental or mental) tend to choose not to disclose their disability to avoid discrimination. A case study of a female student with dyslexia in teacher training shared that while disclosing her disability benefited her with accommodations in lectures, she was disadvantaged during her placement. Successfully completing her next placement without disclosing her disability assured her decision. The authors claimed that disclosure of disability does not equal the acknowledgement of disability as a key part of their identity, thus, disability needs to be considered as only one of their identity dimensions, …show more content…
Yosso re-examined cultural wealth by applying the critical race theory, which challenges racial discrimination that influences social structure and considers the ways to empower people of colour. In contrast to considering only one form of cultural capital, valued by the privileged population, the author expanded the view to legitimatize the “other” ways of people of colour by defining community cultural wealth in 6 forms of capital, named aspirational, navigational, social, linguistic, familial, and resistant capital. The author asserts that people of colour bring various strengths and experiences to the society that also need to be considered