The Teacher Leader Perspective: Teaching for Justice When Justice is Under Attack

• In Event: Fighting for Culturally Responsive-Sustaining Schools Under a New Administration

Abstract

Objectives
In our forthcoming book, the four teacher leaders in this commentary presentation shared individual yet integrated testimonies about their experiences leading anti-racist detracking efforts at their high school in the US Southwest, only to have their efforts threatened and undermined by a change in school leadership. In this commentary presentation, these teacher leaders reflect on what they learned from the detracking initiative and how those lessons are guiding their equity work during the new presidential administration. They also emphasize the importance of teacher leadership and professional autonomy for teachers pursuing equity-driven school change.

Theoretical Framework & Modes of Inquiry
In thinking about their ongoing efforts to lead for equity at their school, these teacher leaders draw on Critical Race Theory as a tool for helping them examine the normalization of whiteness and institutional inequity. In particular, they draw on counter storytelling to present narratives of themselves as four teacher leaders who push back against inequitable forces to fight for programming, organizational structures, and instructional methods they believe are critical for instilling equity and meeting their students’ needs.

Evidence
These teacher leaders share evidence from Valley View High School’s ongoing efforts to pursue equity despite persistent obstacles – including obstacles grounded in school leadership, district resource limitations, and the current political climate. The commentators use their own testimonials and their observations of impacts on their students to frame their work in pursuit of culturally responsive and sustaining educational objectives.

Arguments
These teacher leaders cite specific education policies under the current administration that are delegitimizing anti-racist practices, eroding teacher agency, and strengthening local resistance to equity reforms. Yet, they argue that they as teacher leaders remain critical agents of change who can sustain equity-minded reforms despite external and internal pressures. They assert their ongoing commitment to addressing racial inequities and call on other teacher leaders to help lead this fight.

Significance
Teacher leaders are often overlooked as educational change agents despite their close personal proximity to students and the work of schooling. In this commentary presentation, these teacher-leaders-turned-scholars reflect on their own learning through their doctoral coursework, their experiences as teacher leaders facilitating organizational change, and their roles as resisters to powers of oppression that attempt to limit the agency of educators. Through their comments, they illustrate the critical role of teacher leaders in fighting for justice and CRSE.

Authors

• Nicole C. Wilson Steffes, University of Utah & Westminster University

• Katie Nitka, Salt Lake City School District

• Aurora Torrejon, Salt Lake City School District

• Laura Cheney, University of Utah