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dc.contributor.advisorCucchiara, Maia Bloomfield
dc.creatorClark, Monica Lynn
dc.date.accessioned2021-01-18T20:19:18Z
dc.date.available2021-01-18T20:19:18Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/20.500.12613/4757
dc.description.abstractGiven the trends of increased teacher activism and civic engagement, and the implications of this shift for teachers and schools in general, we need a better understanding of how teacher activism connects to teachers’ views on professionalism. The purpose of this study, then, is to better understand the current growth of politically engaged, activist teachers and the connections they draw between their activism and their role as educators. This study addresses an identified gap in the education reform scholarship around the relationship between teacher activism and teacher professionalism. Education research has looked at teacher activism and a number of different interconnected issues, such as identity (Picower, 2012); unionism (Weiner, 2013); leadership (Little, 2003); and online social networking (Baker-Doyle, 2017), but very few studies have explored teacher activism as it connects to professionalism. Yet without this research, we are left with an insufficient understanding of both what it means to be a teacher in the 21st century U.S. and the ways in which teachers themselves can be agents of social and educational change. Drawing on semi-structured interviews, twelve-months of observations and document analysis this qualitative study explores the experiences of twenty-five teacher activists.
dc.format.extent153 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectEducational sociology
dc.subjectEducation policy
dc.subjectEducation equity
dc.subjectEducation social movements
dc.subjectSocial justice
dc.subjectTeacher activism
dc.subjectTeacher education
dc.subjectTeacher professionalism
dc.title“YOU CAN’T JUST WORK IN ROOM 15 ANYMORE”: FRAMING TEACHER ACTIVISM
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberJordan, Will
dc.contributor.committeememberRavitch, Sharon M.
dc.contributor.committeememberWoyshner, Christine A.
dc.description.departmentUrban Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/4739
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
dc.identifier.proqst14335
dc.date.updated2021-01-14T17:07:17Z
refterms.dateFOA2021-01-18T20:19:18Z
dc.identifier.filenameClark_temple_0225E_14335.pdf


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