Voices of Social Justice Activist Educators in Arizona: A Multiple-Case Study

• In Event: Roundtable Session 13
  In Roundtable Session: Cases of Learning to Engage in Social Justice Activism

Abstract

The passing of anti-immigrant legislation in the state of Arizona over the last decade has exacerbated tensions in an already inequitable system. Social justice activist educators who live and work with the children and families most affected by these laws must learn to navigate this system if they hope to survive. Calling on the sociological theory of Communities of Practice (Lave & Wenger, 1991; Wenger, 1998; & Wenger, McDermott, & Snyder, 2002), this paper seeks to explain how the group, Arizona Teachers for Justice, offers support to these educators. The findings of this study contribute to the discussion of how to better prepare social justice activist educators for the very difficult, but important, tasks ahead of them.

Author

• Kimberly Ann Eversman, Wartburg College