Teacher-Researcher-Leaders: Intellectuals for Social Justice

This essay examines the author’s experiences with becoming a teacher-researcher-leader across many years within two contrasting urban public school contexts. The article works against a traditional “myth” that views teaching as de-professionalized, low-skill and instead argues for teaching as profes...

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Bibliographic Details
Published in:Schools (Chicago, Ill.) Ill.), 2016-03, Vol.13 (1), p.57-75
Main Author: STORM, SCOTT
Format: Article
Language:English
Subjects:
Classrooms
Educational Practices
Leadership
Misconceptions
Professionalism
Public Schools
Researchers
Social Justice
SYMPOSIUM
Teacher Leadership
Teacher Researchers
Teaching
Urban Schools
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Summary:This essay examines the author’s experiences with becoming a teacher-researcher-leader across many years within two contrasting urban public school contexts. The article works against a traditional “myth” that views teaching as de-professionalized, low-skill and instead argues for teaching as professional, collaborative, political, and intellectual. The essay makes this argument by offering thick description of various teacher research projects and teacher leadership moves to illustrate how teacher inquiry can be used to improve student learning, improve teacher practice, and work toward equity and justice in classrooms, schools, and society.
ISSN:1550-1175
2153-0327
DOI:10.1086/685803