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    "It's Like Professional Food": Sustaining Urban Educators Through Service-Learning

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    Genre
    Thesis/Dissertation
    Date
    2018
    Author
    Fornaro, Elisabeth Grace
    Advisor
    Cucchiara, Maia Bloomfield
    Committee member
    Brooks, Wanda M., 1969-
    Keith, Novella Zett
    Patterson, Timothy
    Fergus, Edward, 1974-
    Department
    Urban Education
    Subject
    Education
    Education Policy
    Community Learning
    Service Learning
    Teacher Attrition
    Teacher Identity
    Teacher Professional Identity
    Urban Education
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2871
    
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    DOI
    http://dx.doi.org/10.34944/dspace/2853
    Abstract
    This dissertation examined the assumptions and motivations that shape teachers’ participation in a service-learning practice and community of practice and how their participation affects their professional practice and identity. Framed by Santoro’s (2013) model of teacher integrity, defined as an educators’ ability to teach in alignment with their commitments, it presents an understanding of challenges to participants’ integrity, and how they mitigate those challenges. Heuristically, this project can be understood as the study of two components conducted using an ethnographic perspective over the course of 16 months: (1) the study of the community of practice and (2) the study of how its characteristics manifest in practice. It involved 100 hours of participant observation, 31 interviews, and the collection of artifact data. Data promote service-learning as a vital pedagogy by shedding light on its potential to sustain urban educators whose integrity is challenged by discourses, policies, and practices that emphasize competition and social efficiency rather than more holistic understandings of education as a civic and social good. Findings show how and why urban educators’ professional and personal commitments are intertwined with beliefs about social justice and democracy. Because of their work with student populations underprivileged and marginalized by systemic situations, meeting students’ social and emotional needs, honoring student voice, and teaching citizenship skills were important to participants. Conditions in their urban schools— a lack of curricular autonomy; insufficient time and resources to meet students’ needs; and deficient support systems— challenged participants commitments. As a result, participants were pushed to participate in service-learning and a service-learning community of practice. In addition, several characteristics of the community of practice pulled participants to participate: a framework for integrating quality service-learning into school- or school district-mandated curriculum; pedagogical and emotional supports specifically needed by urban teachers; and recognition that countered discouragingly negative perceptions of urban teachers. These resources and supports helped urban teachers’ fulfill their professional and personal commitments, validated their work, and sustained them in the profession.
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