Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network

Main Article Content

Carrie Eileen Rood http://orcid.org/0000-0003-1056-4224

Keywords

Teacher Support, Support Networks, Administrative Support

Abstract

The paper will highlight the specific relationship between administrative support in either fostering socially just educators [with a specific focus on Disability Studies in Education (DSE) teaching identity] or disempowering and disenfranchising them. It will explore this phenomenon, and describe the connection between administrative support, teacher identity and resiliency.

 

Login for full text: [Word] [PDF] [TXT]

 

Creative Commons License
Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network by Carrie Eileen Rood is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at https://rdsjournal.org. Permissions beyond the scope of this license may be available at https://www.rds.hawaii.edu.

Abstract 110 | Word Downloads 0 PDF Downloads 8 TXT Downloads 1

References

Achinstein, B., & Ogawa, R. (2006). (In) fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76(1), 30–63.

Annamma, S. A., Connor, D. J., & Ferri, B.A. (2016). DisCrit: Disability studies and critical race theory in education. New York: Teachers College Press.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.

Billingsley, B. (2004). Promoting teacher quality and retention in special education. Journal of Learning Disabilities, 37(5), 370–376.

Billingsley, B. S. (2005). Cultivating and keeping committed special education teachers: What principals and district leaders can do. Thousand Oaks, CA: Corwin Press.

Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods (Vol. 5). Boston, MA: Pearson.

Brantlinger, E., Klingner, J., & Richardson, V. (2005). Importance of experimental as well as empirical qualitative studies in special education. Mental Retardation, 43(2), 92–119.

Broderick, A. A., Hawkins, G., Henze, S., Mirasol-Spath, C., Pollack-Berkovits, R., Clune, H. P., & Steel, C. (2011). Teacher counternarratives: Transgressing and ‘restorying’ disability in education. International Journal of Inclusive Education, 16(8), 825–842.

Brown, D. F. (2004). Urban teachers’ professed classroom management strategies reflections of culturally responsive teaching. Urban Education, 39(3), 266–289.

Bushnell, M. (2003). Teachers in the schoolhouse panopticon complicity and resistance. Education and Urban Society, 35(3), 251–272.

Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of curriculum studies, 31(6), 711–726.

Cosier, M., & Ashby, C. (2016). Enacting change from within: Disability studies meets teaching and teacher education. New York, NY, Peter Lang.

Dedoose Version 6.1.18, web application for managing, analyzing, and presenting qualitative and mixed method research data (2015). Los Angeles, CA: SocioCultural Research Consultants, LLC (www.dedoose.com).

Erevelles, N. (2011). Difference and disability in global contexts: Enabling a transformative body politic. New York, NY: Palgrave MacMillan.
Flick, U. (2007). Designing qualitative research. London, UK: Sage Publications.

Gabel, S. L., & Danfoth, S. (2009). Theorizing Disability: Implications and Applications in Social Justice in Education. In W. Ayers, T. Quinn, & D. Stovall (Eds.), Handbook of Social Justice in Education (pp. 377–399). New York and London: Routledge.

Hehir, T., & Katzman, L. I. (2012). Effective inclusive schools: Designing successful schoolwide programs. San Francisco, CA: John Wiley & Sons.

Howard, S., & Johnson, B. (2004). Resilient teachers: Resisting stress and burnout. Social Psychology of Education, 7(4), 399–420.

Jarzabkowski, L. M. (2009). The social dimensions of teacher collegiality. Journal of Educational Enquiry, 3(2), 1–20.

Lee, D. H., & Shaari, I. (2012). Professional identity or best practices? An exploration of the synergies between professional learning communities and communities of practices. Creative Education, 3(4), 457–460.

Luekens, M. T., Lyter, D. M., & Fox, E. E. (2004). Teacher attrition and mobility: Results from the teacher follow-up survey, 2000-Tabs. NCES 2004-301. US Department of Education.

MacLure, M. (1993). Arguing for yourself: Identity as an organizing principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311–322.

Marshall, C. (2004). Social justice challenges to educational administration: Introduction to a special issue. Educational Administration Quarterly, 40(1), 3–13.

Montaño, T., & Burstein, J. (2006). Maestras, mujeres y mas: Creating teacher networks for resistance and voice. Journal of Latinos and Education, 5(3), 169–188.

Oyler, C. (2011). Teacher preparation for inclusive and critical (special) education. Teacher Education and Special Education, 34(3), 201–218.

Parkinson, P. (2008). Space for performing teacher identity: through the lens of Kafka and Hegel. Teachers and teaching, theory and practice, 14(1), 51–60.

Pazey, B. L., & Cole, H. A. (2013). The role of special education training in the development of socially just leaders building an equity consciousness in educational leadership programs. Educational Administration Quarterly, 49(2), 243–271.

Peters, S., & Reid, D. K. (2009). Resistance and discursive practice: Promoting advocacy in teacher undergraduate and graduate programmes. Teaching and Teacher Education, 25(4), 551-558.

Ravich, D. (2013). Reign of error: The hoax of privatization movement and the danger to America's public schools. New York: Alfred A. Knopf.

Ritchie, S. (2012). Incubating and sustaining how teacher networks enable and support social justice education. Journal of Teacher Education, 63(2), 120–131.

Sapon-Shevin, M., & Schniedewind, N. (2012). Educational courage: Resisting the ambush of public education. Boston, MA: Beacon Press.

Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: case studies in teacher isolation and alienation. Preventing School Failure, 50(1), 35–40.

Slee, R. (2011). The irregular school: Exclusion, schooling, and inclusive education. New York, NY: Routledge.

Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method, and research. Thousand Oaks, CA: SAGE Publications.

Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455–465.

Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York, NY: Teachers College Press

Theoharis, G., & Scanlon, M. (2015). Leadership for increasingly diverse schools. New York, NY: Routledge.

Wong, H. (2004). Induction program that keep new teachers teaching and improving. NASSP Bulletin, 88(683), 41–58.