“You're Either in It for Kids or You’re Not”: Transformative Justice Teaching in Contentious Times

• In Event: Toward Justice: Teaching in Contentious Times

Abstract

This paper presents the findings from a qualitative analysis of teacher writing samples collected during a graduate-level course exploring issues of equity, identity, and diversity in education. In their writing samples, teachers shared their perceptions and emotions related to tensions with enacting transformative justice teaching in today’s divisive socio-political environment. The theoretical concepts of critical emotional praxis and teacher visioning are engaged in analysis to elucidate the complexity and implications of teachers’ emotions. Findings provide implication for teacher education researchers and practitioners seeking to support justice-oriented teacher practices and emotional wellbeing.

Author

• Meghan A. Kessler, Illinois State University