Why We Are Staying in the Profession: Counternarratives of Hope and Healing as Educators

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Holding On: Teacher Retention Amid Stress and Strain

Abstract

Utilizing narrative inquiry along with drawing on theories related to teaching for social justice in education and the relationship between justice work and joy, this qualitative study analyzes the experiences of social studies teachers who find teaching for justice to be meaningful and healing. Counternarratives developed from the study illustrate how educators approach identity work in the classroom and ways in which educators experience joy when students “feel seen.” The narratives also examine challenges participants encounter when teaching about justice related topics and strategies enacted to disrupt and/or mitigate challenges. The findings offer counternarratives for teacher educators to help prepare teacher candidates to advance justice with their students regardless of the political climate, community, or district.

Author

• Molly Siebert, Hamline University