Abstract

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.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 574-592
Launched on MUSE
2020-10-07
Open Access
No
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