From the Voices of Teachers: Envisioning Social Justice Teacher Leadership through Portraits of Practice

Drawing on theories of "radical pragmatism," this article situates the experiences and reflections of four teacher leaders at a K-12 public school to develop aspects of teacher leadership acts that are rooted in a social justice disposition. This article marries frequently established idea...

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Bibliographic Details
Published in:International journal of teacher leadership 2019, Vol.10 (2)
Main Authors: Mundorf, Jon, Beckett, Blake, Boehm, Shelby, Flake, Christina, Miller, Cody
Format: Article
Language:English
Subjects:
Advocacy
Change Agents
Critical Literacy
Dyslexia
Elementary School Teachers
Empowerment
Hidden Curriculum
LGBTQ People
Power Structure
Public School Teachers
Secondary School Teachers
Social Change
Social Justice
Students with Disabilities
Teacher Attitudes
Teacher Leadership
Teacher Role
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Summary:Drawing on theories of "radical pragmatism," this article situates the experiences and reflections of four teacher leaders at a K-12 public school to develop aspects of teacher leadership acts that are rooted in a social justice disposition. This article marries frequently established ideas and acts of teacher leadership with social justice education. By doing so, we argue that teacher leadership is neither neutral nor apolitical; teacher leadership, like teaching itself, either works to challenge inequities in schools or replicate them. Collectively, these portraits demonstrate how the theoretical aspects of social justice education are realized in the daily realities of teacher leaders.
ISSN:1934-9726
1934-9726