Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

Pawlewicz, Diana D’Amico; View, Jenice L.

doi:10.1007/978-3-030-14625-2_130

Handbook on Promoting Social Justice in Education 2020

DOI: 10.1007/978-3-030-14625-2_130

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Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

Diana D’Amico Pawlewicz¹,

Jenice L. View²

Abstract: This chapter explores the relationship between teacher professionalism and social justice during two periods in the history of American education. This chapter closes with a discussion of teacher professional development for social justice.

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2020

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Teacher Leadership and Collegial Relationships

2020

Antiracist Professional Development for in-Service Teachers

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The authors assert that P-12 classroom teachers are and should be leaders in the teaching and learning of children. The strongest teacher leadership is shaped by co-constructed knowledge and collaborative practices. The change that is required to help classroom teachers be better advocates for antiracist education can come from the leadership of teachers themselves, with the support of administrators and professional development designers. The authors examined teacher reflections on a variety of teacher leadership experiences and efforts to engage in equity-based initiatives at the school or district level to create antiracist policies and practices. The examination included an anonymous survey of school- or district-based equity initiatives, and how the goals are defined, what teachers perceive to be the impact (on students, teacher colleagues, their school, their district), and whether and how teachers are taking leadership in the initiatives.

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Teacher Leadership and Collegial Relationships

2020

Antiracist Professional Development for in-Service Teachers

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Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

Abstract: This chapter explores the relationship between teacher professionalism and social justice during two periods in the history of American education. This chapter closes with a discussion of teacher professional development for social justice.

Cited by 1 publication

References 57 publications

Teacher Leadership and Collegial Relationships

Teacher Leadership and Collegial Relationships

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