Educational Leaders as Gatekeepers of Teachers' Social Justice Work: Threatening Teacher Autonomy

• In Event: Sheraton Roundtable Session 20
  In Roundtable Session: Teacher Activism, Resistance, and Culturally Relevant Pedagogy

Abstract

This paper explores findings of a study investigating what helped and hindered equity minded educators as they attempted to do social justice work their schools. Data is derived from in-depth interviews with a diverse sample of elementary school teachers working in public schools in large urban districts. Qualitative research methodologies including grounded theory informed study design and data analysis. This raises questions for future research regarding the effects of administration and leadership on teacher autonomy, and the nature of autonomy which teachers possess in their profession. This data is also informative for initial teacher training and in-service training for those hoping to engage in equity work in their schools and school districts.

Author

• Stephanie Diane Tuters, York University