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ERIC Number: ED509071
Record Type: Non-Journal
Publication Date: 2010-Mar-26
Pages: 8
Abstractor: As Provided
Reference Count: 6
The Critical Book Review: How, Why, and When?
Nevin, Ann I.; Brown, Stephanie; Erratt, John; Esquer, Jocelyn; Kamae, Melanie; Neria, Christy; Ocampo, Alaine; Shubin, Jennifer
Online Submission, Paper prepared for the California Council on Teacher Education Spring Conference (San Jose, CA)
Disability Studies in Education (DSE) offers a framework that (a) grounds policy/practice in the experiences [and] perspectives of people with disabilities, (b) challenges practices/policy that isolate, de-humanize individuals, and (c) leads to new questions to pose. In this session, pedagogy for critical book reviews from a DSE perspective is described. In writing a critical book review, we posed the following questions to guide the process. What is a DSE perspective? Why is this theoretical lens important for 21st century teacher educators? What is a critical book review from a DSE perspective? What did we discover? (Contains 4 tables.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A