Literaturnachweis - Detailanzeige
| Autor/in | Thomas, William N., IV |
|---|---|
| Titel | Radical Self-Care for Educators through Radical Student Check-Ins |
| Quelle | In: Penn GSE Perspectives on Urban Education, 19 (2022) 2, (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Well Being; Self Management; Teaching Conditions; Teacher Persistence; Teacher Competencies; Teacher Student Relationship; Teacher Role; Teacher Influence; Trauma; Inquiry; Altruism; Race; African Americans; Racism |
| Abstract | From the health pandemic to the increase in racial tensions, as a Black educator, William N. Thomas, IV has had to lead others during these difficult events and attempt to take care of himself and support his family. The many intersections of health, criminal justice, education, and race come into collision as his attempt to complete a dissertation as a full-time educational leader during a global health crisis. After taking courses with Dr. Ravitch and engaging in supervised research, he began to integrate one key dimension of flux pedagogy. The idea of radical self-care started to resonate with him as he began to push myself to consciously process the traumatic events of the last year. As a result of this self-inquiry, he began writing about his own "radical self-care" experience and sharing it with a community educators across the country. Inspired by flux pedagogy, he decided to reflect on the importance of "radical self-care" for educators and its connection to "radical student check-ins" in this article. The current context presents opportunities and challenges related to retaining quality educators motivated to remain in the profession. One core experience in education, for an educator, is the growth and development of students. While some educational leaders remain in the classroom, those who have chosen roles outside of being a teacher can get distracted by the political and economic impact of education and detour necessary professional reflection time on the experiences of students. Some students keep in contact with their former teachers whether they are in college or active in their profession. In order to leverage these strong relationships, Radical Student Check-ins give these teacher-student relationships an opportunity to affirm the intentions and benefits of the educational interaction. This affirmation and recognition acts as an instrument to remind both people of the expectations and confidence they have for one another. (ERIC). |
| Anmerkungen | University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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