Keeping the Teachers Our Students Need: Education Leaders’ Role in Sustaining Justice-Oriented Teachers

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Cultivating and Sustaining Social Justice Leaders From Preservice and Beyond (Table 2)

Abstract

Critical pedagogies benefit students in many ways. Yet, the teachers who employ these pedagogies as a way to promote justice in education often face an educational environment that undermines their approaches, which may negatively impact these teachers’ sustainment in the profession. This literature review examined how teachers navigate the discrepancies between their justice-oriented pedagogies and the current educational system, with consideration for how education policy and leadership can support the sustainment of equity-minded teachers. Existing literature indicated sustainment needs for these teachers related to connection, autonomy, leadership, school culture, and the support of administrators. These findings particularly highlighted potential actions for school leaders and policymakers to improve the sustainment of teachers who use critical pedagogies.

Author

• Emily Colton, University of Minnesota