You are not alone here: collaboratively exploring the links between theory, identity, and practice of activist teachers Public Deposited

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  • March 22, 2019
  • Costello, Elizabeth Powers
    • Affiliation: School of Education
  • There is a conspicuous lack of teacher voice in research and the subsequent discussion it generates on social justice and schooling. This study listens to four elementary-level activist teachers. The purpose is to understand how each teacher’s situated identity and social justice framework influences their classroom practice and experience in schools. Additionally, this exploration uncovers insights into how teacher-participants sustain themselves in the difficult task of teaching for justice. Although teaching is always challenging, the task becomes even more complicated when one is teaching for social change. At the heart of this dissertation are four case studies that explore the: 1) situated identities, 2) classroom practices, and 3) means of sustenance that support teaching for social justice. Teacher narratives were shared over the course of one school year through in-depth interviews and weekly participation in a critical reflection group aimed at collaboratively exploring the links between theory, identity, and practice of activist teachers. Findings emerged in three areas: 1) influences on intentions to teach and social justice frameworks, 2) specific examples of activist teaching practices, and 3) the central role of human relationships as both obstacle and support to teaching for social justice. Resulting implications relate directly to teacher education and professional development for both in-service and pre-service teachers.
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  • In Copyright
  • Eaker-Rich, Deborah
Degree granting institution
  • University of North Carolina at Chapel Hill
  • Open access

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