What Informs and Inspires the Work of Equity-Minded Teachers?

• In Event: Poster Session 13
  In Poster Session: Division K Section 3 Poster Session 2

Abstract

This study explores why some teachers choose to do equity work. Data was gathered through interviews with 15 teachers from three large and diverse school districts. Teachers in this study were motivated to engage in equity work because of personal experiences with inequity, witnessing other people experience inequities, and learning about inequities in school. Three key findings stand out with regards to their utility for professional development and training. All participants spoke of critical incidents which compelled them to do equity work. Emotional struggles were associated with their work, and the nature of the equity work that participants chose to undertake was directly related to the nature of their experience with in/equity.

Author

• Stephanie Diane Tuters, OISE/University of Toronto