Teacher Activism: Enacting a Vision for Social Justice

Abstract

Abstract This qualitative study focused on educators who participated in grassroots social justice groups to explore the role teacher activism can play in the struggle for educational justice. Findings show teacher activists made three overarching commitments: to reconcile their vision for justice with the realities of injustice around them; to work within their classrooms to create liberatory space; and to work collectively against oppression as activists. To enact these commitments, they engaged in particular practices common across the teachers despite their years in the classroom or their geographic location. A framework of teacher activism is revealed through the commitments and practices of the teacher activists, which can help support other teachers who are interested in working toward equity and justice in their classrooms and in the streets. Acknowledgments The author would like to thank William Waters, Grace Ahn, and Rachel Mogavero for support on this manuscript. Notes One participant was not a member of TAG but was closely affiliated with the network and has professional relationships with most of the other members. All names are pseudonyms.