Abstract
Although many educators recognize the importance of voice, fostering voice in those who have traditionally been voiceless has been difficult. This article, like the program that it describes, tackles that challenge by having participants speak for themselves. Specifically, the participants speak about their involvement in the first year of an alternative teacher education project. In describing their involvement, the participants focus on their roles and relationships as well as the type of partnership and collaboration that emerged from this project.
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Benton, J., Zath, R.C., Hensley, F. et al. Negotiating school-university partnerships: Participants' voices in co-reform. Urban Rev 28, 257–278 (1996). https://doi.org/10.1007/BF02355340
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DOI: https://doi.org/10.1007/BF02355340