Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/58915

Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network

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Item Summary

Title:Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network
Authors:Rood, Carrie Eileen
Keywords:Teacher Support; Support Networks; Administrative Support
Date Issued:2018
Publisher:University of Hawaii at Manoa -- Center on Disability Studies
Citation:Rood, C. E. (2018). Socially just educators staying true to themselves: The role of administrators within or outside of their social support network. Review of Disability Studies: An International Journal, 14(3).
Series:vol. 14, no. 3
Abstract:The paper will highlight the specific relationship between administrative support in either fostering socially just educators [with a specific focus on Disability Studies in Education (DSE) teaching identity] or disempowering and disenfranchising them. It will explore this phenomenon, and describe the connection between administrative support, teacher identity and resiliency.
URI:http://hdl.handle.net/10125/58915
ISSN:1552-9215
Appears in Collections: RDS Volume 14, No. 3


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