Why Do Teachers Engage in Justice-Oriented Activism? Reflections from Philadelphia’s Teacher-Activists

• In Event: Activists, Advocates, and Agitators: Teacher Unions and Grassroots Organizations as Remedies and Repair

Abstract

An essential question that must be explored in any inquiry of teacher activism is the question of why. Why do teachers, in addition to their numerous personal and professional responsibilities, take on the time- and energy- intensive work of justice-oriented activism? Teachers in the 21st century are facing a myriad of increasing injustices that impact their students, their schools, and their work. Legislative efforts to ban Critical Race Theory and LGBTQ-positive curriculum and books, unsafe return-to-work plans during a global pandemic, increased high-stakes standardized testing and accountability schemes, work intensification, and stagnant wages have all contributed to low teacher morale and high teacher turnover. Amidst these struggles, however, teacher activism has provided a gleam of hope. Whether advocating for more diverse curricula, more school funding, safe work conditions, or better pay, teachers across the country have been increasingly engaging in activism, transforming public perception, and securing tangible change.

Understanding why teachers engage in such activism can provide essential insights that might be utilized in developing more teacher-activists and furthering such change. Particularly for teacher educators and current teachers in activist organizations, identifying common motivations that have spurred teachers to activism holds tremendous promise for bringing more teachers in and growing the movement. Secondly, however, activism is tough, draining, and frequently disappointing work. Teacher-activists are routinely required to push through today’s losses and fight for a better tomorrow. Answering the question of why teachers engage in activism in spite of this holds important insights into how communities can support and sustain teacher-activists. This presentation analyzes existing literature on teacher activism historically and presently, as well as narrative interviews conducted with ten Philadelphia teachers who were members of various activist organizations, to answer the question: why do teachers engage in justice-oriented activism?

The findings of this analysis demonstrate that teacher-activists are often moved to activism by a variety of personal and professional factors including, justice-oriented educational experiences as students and the search for like-minded communities as teachers. Using existing literature and interview excerpts, this presentation will not only detail these motivating factors, but also reflect on what these factors can teach justice-oriented teacher-educators and teacher-activists as they work for transformational change in their classrooms, schools, and communities.

Author

• Dana Morrison, West Chester University of Pennsylvania