Issues in Teachers Work: Teaching, Curriculum, and Activism (Table 2)
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), San Diego Convention Center, Exhibit Hall BSession Type: Roundtable Session
Abstract
This roundtable discusses teachers’ beliefs regarding classrooms, curriculum, and advocacy. The first paper identifies gaps between international governmental organizations and international trade union federations’ ideas about professionalism, opposing teacher-held beliefs of the social context of the profession of teaching. The second paper provides important context to Canadian teachers’ ability to conduct anti-racist teaching based on factors of class size, student race, and content delivery modalities. The third paper argues for utilizing curriculum in teacher preparation programs through a social justice lens focusing on organizing teachers on surrounding issues of racial, gender, economic, and labor justice. The final paper in the roundtable examines what Canadian teacher activists believe federations should focus on to effectively activate union members and advocate publicly.
Sub Unit
Chair
Papers
Teacher Perspectives on Classroom Conditions, Pathways, and Racial Equity - Arlo Kempf, University of Toronto - OISE; Lena Shulyakovskaya, University of Toronto
Teaching the Teacher Movements: Theorizing Teacher Organizing as Curricula for Justice-Oriented Teacher Education - Dana Morrison, West Chester University of Pennsylvania
Voices of Teacher Activists: Exploring Educational Advocacy Within a Framework of Alliances, Assemblages, and Affect - Trudy Lynn Keil, University of Regina; Pamela J. Osmond-Johnson, Memorial University