"You Can't Be a Teacher and Not Follow Politics!": Teacher-Legislators and Their Pathway to the State Capital

Autor/in	Martinez, Magdalena
Titel	"You Can't Be a Teacher and Not Follow Politics!": Teacher-Legislators and Their Pathway to the State Capital
Quelle	In: Urban Education, 58 (2023) 9, S.2003-2030 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martinez, Magdalena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920926235
Schlagwörter	Politics of Education; Teachers; Legislators; Political Attitudes; Political Candidates; Public Policy; Educational Policy; State Policy; Policy Formation; Urban Education; Minority Group Teachers; Women Faculty; Social Justice; Activism; Resilience (Psychology); Urban Schools + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Lehrer; Lehrerin; Lehrende; Political attitude; Politische Einstellung; Öffentliche Ordnung; Politics of education; Politische Betätigung; Stadtteilbezogenes Lernen; Frauenakademie; Weibliche Gelehrte; Soziale Gerechtigkeit; Aktivismus; Politischer Protest; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Few studies have examined the growing trend of teacher-legislators, specifically teachers' trajectory to elected office. Drawing on qualitative data and raced-gendered frameworks, this article examines how three female teachers of color in one Southwest state leveraged their teaching experiences to shape their policy priorities and how they navigated policy and political environments. The teacher-legislators in this article created counter-narratives on teachers and their abilities. Their experiences illustrate how teacher-legislators resisted and transformed state policies that affected urban students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01