Are We Preparing Teachers to Fight Labor Oppression?: A Critical Community Autoethnography Interrogating Social Justice Teacher Education
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| Title: | Are We Preparing Teachers to Fight Labor Oppression?: A Critical Community Autoethnography Interrogating Social Justice Teacher Education |
|---|---|
| Language: | English |
| Authors: | Kevin L. Clay (ORCID |
| Source: | Equity & Excellence in Education. 2024 57(2):197-209. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Transformative Learning, Teaching Experience, Preservice Teacher Education, Social Justice, Reflection, Labor Problems, Power Structure, Teaching (Occupation), Disadvantaged, Labor Legislation, Teacher Burnout |
| DOI: | 10.1080/10665684.2023.2248145 |
| ISSN: | 1066-5684 1547-3457 |
| Abstract: | Teachers in public schools regularly face labor oppression. Despite this reality, in research and practice, "social justice teacher preparation" has largely neglected the topic of "labor struggle." We offer this community auto-ethnography as a collective reflection on how we came to our own understandings around these issues and what we learned from supporting students' development around these topics as we co-taught a Foundations pre-service teacher preparation course. We unpack the experiences that shaped our individual relationships to issues of social justice and labor that were prioritized in the class with implications for expanding the purview of social justice teacher preparation. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1437015 |
| Database: | ERIC |
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| Abstract: | Teachers in public schools regularly face labor oppression. Despite this reality, in research and practice, "social justice teacher preparation" has largely neglected the topic of "labor struggle." We offer this community auto-ethnography as a collective reflection on how we came to our own understandings around these issues and what we learned from supporting students' development around these topics as we co-taught a Foundations pre-service teacher preparation course. We unpack the experiences that shaped our individual relationships to issues of social justice and labor that were prioritized in the class with implications for expanding the purview of social justice teacher preparation. |
|---|---|
| ISSN: | 1066-5684 1547-3457 |
| DOI: | 10.1080/10665684.2023.2248145 |
