Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes
TATE Volume 25, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd
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.
Peters, S. & Reid, D.K. Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes. Teaching and Teacher Education: An International Journal of Research and Studies, 25(4), 551-558. Elsevier Ltd.