Fighting on All Fronts: The Push, Pull, and Persistence of Social Justice Educators and the Move to Reimagine Teacher Preparation

Autor/inn/en	Navarro, Oscar; Shah, Jennifer K.; Valdez, Carolina; Dover, Alison G.; Henning, Nick
Titel	Fighting on All Fronts: The Push, Pull, and Persistence of Social Justice Educators and the Move to Reimagine Teacher Preparation
Quelle	In: Teacher Education Quarterly, 47 (2020) 3, S.9-31 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Social Justice; Teacher Educators; Educational Change; Teacher Education; Urban Schools; Elementary School Teachers; Secondary School Teachers; Teacher Persistence; Career Change; School Restructuring; Job Layoff; Teacher Attitudes; Faculty Development; Professional Autonomy; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Career changes; Berufswechsel; Schulreformplan; Schulumwandlung; Beurlaubung; Lehrerverhalten; Berufsfreiheit
Abstract	This study investigated the factors that pushed and pulled social justice educators out of urban elementary and secondary (K-12) schools and into teacher education. The authors utilized an autoethnography and counternarrative methodology to examine the systemic and distinct factors that impacted four social justice educators' decisions to leave K-12 schools. Two central categories emerged: neoliberal K-12 push factors and pull factors that lured educators into academia. The study also revealed K-12 persistence strategies and describes the way educators reimagine their work in teacher education. It is imperative to learn how educators are maintaining their commitment to social justice on all fronts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01