A Case Study of an Equity Program in Teacher Education: Rethinking Feminist Leadership
نویسندگان
چکیده
Open-ended admission policies to professional education programs, and particularly the admission of candidates with certain types of disabilities, have profound implications for teacher-education programs. Such policies and practices affect the entire educational community, including faculty members, university and faculty administrators, school partners, and pre-service teacher-education candidates. Through a case study of a specialneeds candidate in one pre-service program committed to equity, I analyze some of the particular stresses experienced by leaders in faculties of education who aim to exercise leadership in socially transformative ways.
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