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Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network
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|dc.contributor.author||Rood, Carrie Eileen|
|dc.identifier.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).|
|dc.description.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.|
|dc.publisher||University of Hawaii at Manoa -- Center on Disability Studies|
|dc.relation.ispartofseries||vol. 14, no. 3|
|dc.subject||Teacher Support; Support Networks; Administrative Support|
|dc.title||Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network|
|Appears in Collections:||
RDS Volume 14, No. 3|
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