Epiphanies in My Pursuit of Socially Just Teaching

• In Event: Developing as Social Justice Teacher Educators Through Collaborative Self-Study Practices

Abstract

This paper addresses the limited research on educators’ lives committed to equity and social justice by recounting my journey towards advocating for socially just teaching. Through a self-study using reflective journals, instructional artifacts, student evaluations, and professional development materials, I explored the epiphanies within my experience that shaped my advocacy for socially just teaching. Key findings highlight the significance of understanding one's positionality, the influence of theory, the role of students in my growth as an educator, and my participation in professional learning communities in fostering a commitment to socially just teaching.

Author

• Elizabeth Isidro, Western Michigan University