Socially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network
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University of Hawaii at Manoa -- Center on Disability Studies
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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.
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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).
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