Search results for: Peters Susan
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Resistance and Discursive Practice: Promoting Advocacy in Teacher Undergraduate and Graduate Programmes
The authors investigate 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. The authors conclude with some key recommendations for teachers to transform their practice and advocate for these students.
Updated: May. 27, 2009