Resistance and Discursive Practice: Promoting Advocacy in Teacher Undergraduate and Graduate Programmes
Source: Teaching and Teacher Education, Volume 25, Issue 4, pages 551-558 (May 2009).
Building on previous work in the areas of resistance and discursive practice, 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. Using these two approaches as examples, the authors 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. The authors conclude with some key recommendations for teachers to transform their practice and advocate for these students.