Educators Learning through Struggle: Political Education in Social Justice Caucuses

Autor/inn/en	Maton, Rhiannon M.; Stark, Lauren Ware
Titel	Educators Learning through Struggle: Political Education in Social Justice Caucuses
Quelle	In: Journal of Educational Change, 24 (2023) 2, S.291-315 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maton, Rhiannon M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-021-09444-0
Schlagwörter	Activism; Social Justice; Teacher Role; Public Education; Politics of Education; Political Issues; Educational Change + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Lehrerrolle; Öffentliche Erziehung; Educational policy; Bildungspolitik; Politischer Faktor; Bildungsreform
Abstract	At a time when educators are increasingly rising up within and beyond their unions to protect public education, it is vital to understand how activist educators become politicized and how their activist organizations contribute to such political education efforts. In this article, Maton and Stark examine the grassroots organizing work of three educator-led social justice caucuses and a national network in order to explicate how five forms of political education--relational, structured, situational, mobilized, and networked--support educators' political learning within and beyond their unions. We tease apart the characteristics and central knowledge sources inherent to these five forms of political education, showcasing examples of how caucuses capitalize upon and embed political education within their change-making efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01