Document Type
Article
Publication Date
10-1-2012
Journal / Book Title
Equity & Excellence in Education
Abstract
This qualitative study focused on educators who participated in grassroots social justice groups to explore the role teacher activism can play in the struggle for educational justice. Findings show teacher activists made three overarching commitments: to reconcile their vision for justice with the realities of injustice around them; to work within their classrooms to create liberatory space; and to work collectively against oppression as activists. To enact these commitments, they engaged in particular practices common across the teachers despite their years in the classroom or their geographic location. A framework of teacher activism is revealed through the commitments and practices of the teacher activists, which can help support other teachers who are interested in working toward equity and justice in their classrooms and in the streets.
DOI
10.1080/10665684.2012.717848
MSU Digital Commons Citation
Picower, Bree, "Teacher Activism: Enacting a Vision for Social Justice" (2012). Department of Teaching and Learning Scholarship and Creative Works. 126.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/126
Published Citation
Picower, B. (2012). Teacher activism: Enacting a vision for social justice. Equity & Excellence in Education, 45(4), 561-574.