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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.
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 4.0 International License. Based on a work at https://rdsjournal.org/index.php/journal/article/view/801. Permissions beyond the scope of this license may be available at https://www.rds.hawaii.edu.