Losing hope for change: socially just and disability studies in education educators’ choice to leave public schools

Carrie E. Rood, Christine Elaine Ashby

Research output: Contribution to journalArticle

Abstract

This paper highlights one key finding from a larger study where researchers utilised in-depth phenomenological interviews to explore the experiences and perspectives of public school teachers who espouse a disability studies in education (DSE) and social justice teaching identity. It specifically describes the relationship found between a lack of support for DSE teaching identities and educators’ choice to leave public school teaching. It highlights how the lack of consistent and authentic administrative and institutional support for teachers underlying beliefs led the majority of the participants to feel increasingly isolated from their schools, and in their work as teachers. Thus, the paper describes the specific emotions and seclusion participants experienced in attempting to enact their commitments to DSE, which in turn exacerbated participants’ understanding of their place in their particular school systems and in schooling more broadly. Finally, it describes participants’ desires to leave public schooling and plans for continued DSE practice.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalInternational Journal of Inclusive Education
DOIs
StateAccepted/In press - Apr 10 2018

Fingerprint

disability studies
educator
school
education
Teaching
teacher
lack
school system
social justice
emotion
commitment
Disability Studies
Educators
Education
Public Schools
interview
experience
Schooling

Keywords

  • disability studies in education
  • teacher identity
  • Teacher retention

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

Cite this

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