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The Praxis of Early Career Teachers: Teaching for Justice in the Era of Anti-Woke
The Praxis of Early Career Teachers: Teaching for Justice in the Era of Anti-Woke
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091527.5
- ISBN
- 9798270229269
- DDC
- 371.1
- 저자명
- Green, Erin T.
- 서명/저자
- The Praxis of Early Career Teachers: Teaching for Justice in the Era of Anti-Woke / Erin T Green
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (232 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Payne, Katherina A. Committee members: Au, Wayne; Brown, Anthony; Salinas, Cynthia; Wetzel, Melissa.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약Public education in the United States is increasingly shaped by political efforts to restrict discussions of race, gender, and systemic oppression, fostering surveillance and self-censorship among teachers (Willard, 2024). This qualitative case study examines how six early career elementary teachers navigated these constraints while participating in a critical inquiry group, the New Teacher Collaborative (NTC), during the 2023-2024 school year. Grounded in critical pedagogy (Freire, 1970), critical praxis (Duncan-Andrade & Morrell, 2008), social justice curriculum reform (Banks, 1995; Picower, 2012), and ambivalent surveillance (Willard, 2024), the study draws on qualitative research including interviews, meeting transcripts, and participant artifacts to analyze how teachers engaged in cycles of critical praxis to design and implement justice-oriented K-6 social studies curricula in politically charged school environments. Findings highlight the tensions between teachers' commitments to social justice and the pressures of anti-woke policies. Teachers with transformative understandings of social justice engaged in counter-conduct pedagogies (Willard, 2024), while those influenced by additive multiculturalism (Banks, 1995) were more likely to equate diversity with justice, rarely pushing their students to engage in issues of justice beyond the scope of the district-provided curriculum. The study underscores the necessity of curiosity, criticality, and asset-based pedagogies in fostering critical praxis, demonstrating that teachers who viewed students, families, and colleagues as collaborators were better positioned to resist restrictive policies. While the NTC provided a space for resistance and mutual support, first-year teachers faced significant structural barriers, including unfamiliarity with curricula and limited collaboration. This study expands scholarship on critical inquiry groups (Navarro, 2018; Picower, 2007; 2011), illustrating their potential to mitigate isolation and sustain justice-oriented teaching in politically conservative contexts. Implications call for teacher education programs to distinguish between diversity and justice, ensuring new teachers develop transformative approaches to curriculum design. In an era of escalating censorship and privatization (Maharaj et al., 2024), sustaining justice-oriented teaching requires institutional advocacy and robust professional networks that challenge the constraints of ambivalent surveillance.
- 언어주기
- English
- 일반주제명
- Education policy
- 일반주제명
- Educational sociology
- 일반주제명
- Teacher education
- 키워드
- Public education
- 기타저자
- The University of Texas at Austin Curriculum and Instruction
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091527.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270229269
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a371.1
■1001 ▼aGreen, Erin T.▼eauthor.
■24510▼aThe Praxis of Early Career Teachers: Teaching for Justice in the Era of Anti-Woke ▼cErin T Green
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (232 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Payne, Katherina A. Committee members: Au, Wayne; Brown, Anthony; Salinas, Cynthia; Wetzel, Melissa.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aPublic education in the United States is increasingly shaped by political efforts to restrict discussions of race, gender, and systemic oppression, fostering surveillance and self-censorship among teachers (Willard, 2024). This qualitative case study examines how six early career elementary teachers navigated these constraints while participating in a critical inquiry group, the New Teacher Collaborative (NTC), during the 2023-2024 school year. Grounded in critical pedagogy (Freire, 1970), critical praxis (Duncan-Andrade & Morrell, 2008), social justice curriculum reform (Banks, 1995; Picower, 2012), and ambivalent surveillance (Willard, 2024), the study draws on qualitative research including interviews, meeting transcripts, and participant artifacts to analyze how teachers engaged in cycles of critical praxis to design and implement justice-oriented K-6 social studies curricula in politically charged school environments. Findings highlight the tensions between teachers' commitments to social justice and the pressures of anti-woke policies. Teachers with transformative understandings of social justice engaged in counter-conduct pedagogies (Willard, 2024), while those influenced by additive multiculturalism (Banks, 1995) were more likely to equate diversity with justice, rarely pushing their students to engage in issues of justice beyond the scope of the district-provided curriculum. The study underscores the necessity of curiosity, criticality, and asset-based pedagogies in fostering critical praxis, demonstrating that teachers who viewed students, families, and colleagues as collaborators were better positioned to resist restrictive policies. While the NTC provided a space for resistance and mutual support, first-year teachers faced significant structural barriers, including unfamiliarity with curricula and limited collaboration. This study expands scholarship on critical inquiry groups (Navarro, 2018; Picower, 2007; 2011), illustrating their potential to mitigate isolation and sustain justice-oriented teaching in politically conservative contexts. Implications call for teacher education programs to distinguish between diversity and justice, ensuring new teachers develop transformative approaches to curriculum design. In an era of escalating censorship and privatization (Maharaj et al., 2024), sustaining justice-oriented teaching requires institutional advocacy and robust professional networks that challenge the constraints of ambivalent surveillance.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aEducation policy
■650 4▼aEducational sociology
■650 4▼aTeacher education
■653 ▼aEarly career teachers
■653 ▼aAnti-woke policies
■653 ▼aPublic education
■653 ▼aNew Teacher Collaborative
■7102 ▼aThe University of Texas at Austin▼bCurriculum and Instruction.▼edegree granting institution.
■7201 ▼aPayne, Katherina A.▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361302▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
