Taking Responsibility: The Multiple and Shifting Positions of Social Justice Educators

Autor/inn/en	Sonu, Debbie; Oppenheim, Rachel; Epstein, Shira Eve; Agarwal, Ruchi
Titel	Taking Responsibility: The Multiple and Shifting Positions of Social Justice Educators
Quelle	In: Education, Citizenship and Social Justice, 7 (2012) 2, S.175-189 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197912440855
Schlagwörter	Social Justice; Teacher Educators; Elementary School Teachers; Case Studies; Educational Responsibility; Teacher Responsibility; Self Efficacy; Educational Theories; Educational Practices; Educational Change; Qualitative Research; Teaching Styles; Citizenship Responsibility; Phenomenology; Attitude Change; New York + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Erziehungsverantwortung; Lehrverpflichtung; Self-efficacy; Selbstwirksamkeit; Educational theory; Theory of education; Bildungstheorie; Bildungspraxis; Bildungsreform; Qualitative Forschung; Lehrstil; Unterrichtsstil; Phenomenological psychology; Phänomenologie; Psychologie; Attitudinal change; Einstellungsänderung
Abstract	In this article, we present a qualitative multi-case study of three beginning elementary teachers working in New York City and describe the distinct ways in which each articulates her responsibility to teach a social justice-oriented education. We employ positioning theory to examine how teachers narrate their relationship to the concept of social justice and how this relates to the ways in which they identify themselves and others as capable and qualified to engage in such work. We find that responsibility to teach for social justice is often delegated based on a perception of experiences with injustice and wonder how this rigid outlook can be made more malleable and inclusive. We draw from the work of Sharon Todd to imagine how individuals, situated within unique and divergent circumstances, can all be framed as integral members in the making of a more just world. This article ends with suggestions for how teachers and teacher educators can infuse such theories into reflective, autoethnographic practices. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10