Solidarity with the People: Organizing to Disrupt Teacher Alienation

Autor/inn/en	Martinez, Antonio Nieves; Valdez, Carolina; Cariaga, Stephanie
Titel	Solidarity with the People: Organizing to Disrupt Teacher Alienation
Quelle	In: Equity & Excellence in Education, 49 (2016) 3, S.300-313 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2016.1194104
Schlagwörter	Alienation; Professional Isolation; Elementary School Teachers; Secondary School Teachers; Preservice Teachers; Activism; Participant Observation; Interviews; Community Organizations; Teacher Participation; Urban Schools; College Faculty; Group Unity; Qualitative Research; California (Los Angeles) + Suchen Sie Ihr Suchwort? Entfremdung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aktivismus; Politischer Protest; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fakultät; Gruppenidentität; Qualitative Forschung
Abstract	Although research on teacher alienation and isolation has demonstrated the importance of developing collegial relationships, mentoring, and induction programs, there is limited research examining the ways to support critical educators with combatting their feelings of alienation and isolation as it relates to the larger sociopolitical dynamics they must endure. Within teacher education and teacher in-service development we must engage in research and approaches to learning that acknowledge the possibilities and potential of teachers to lead their development toward becoming critical and culturally relevant practitioners. Using an internal colonial framework where schooling is articulated as an extension of the colonial project, this article explores the reflections of ten educators, from the elementary to high school level, as they worked to create spaces for learning within a teacher-led, community based organization. Drawing from participant observations and interviews with organization members, this article explores the ways participation in a community based organization supported teachers with enduring the social and psychological consequences of the alienation they experienced in their schools. The data explore the ways in which participants worked to develop teaching practices drawing from anti-colonial perspectives and through their process developed a sense of solidarity with other teachers, which is discussed as three subthemes: shared beliefs, community, and commitment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01