You are here:

Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes
ARTICLE

,

TATE Volume 25, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved August 10, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2009.02.006

Keywords