Biographies of Leaving: Justice and Equity Educators Explain

• In Event: Justice as Praxis: Intergenerational Struggles, Place, and Pedagogy

Abstract

Using testimonio as method and methodology this article describes a series of interviews with three social justice activist social studies teachers as they explain and describe their reasons for leaving teaching. Each has five years or fewer of classroom teaching, graduated from a social justice teacher education program, and were successful as both teachers and activists.

Author

• Brian Gibbs, Member