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

dc.contributor.author Rood, Carrie Eileen
dc.date.accessioned 2018-10-05T21:22:17Z
dc.date.available 2018-10-05T21:22:17Z
dc.date.issued 2018
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.identifier.issn 1552-9215
dc.identifier.uri http://hdl.handle.net/10125/58915
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.language.iso eng
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
dc.type Other
dc.type.dcmi Text
Appears in Collections: RDS Volume 14, No. 3


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