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ERIC Number: EJ835006
Record Type: Journal
Publication Date: 2009-May
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0742-051X
Resistance and Discursive Practice: Promoting Advocacy in Teacher Undergraduate and Graduate Programmes
Peters, Susan; Reid, D. Kim
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n4 p551-558 May 2009
Building on previous work in the areas of resistance and discursive practice, we explore their interrelations, interactions, and possibilities for advocacy of/by and for diverse disabled students within the context of two teacher-preparation programs in the United States: Teachers College, and Michigan State University. Using these two approaches as examples, we propose a model of advocacy for teachers who have students with disabilities, as well as other diverse children and youth in their classrooms and schools. We conclude with some key recommendations for teachers to transform their practice and advocate for these students. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan; New York