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.authorRood, Carrie Eileen
dc.date.accessioned2018-10-05T21:22:17Z
dc.date.available2018-10-05T21:22:17Z
dc.date.issued2018
dc.description.abstractThe 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.identifier.citationRood, 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.issn1552-9215
dc.identifier.urihttp://hdl.handle.net/10125/58915
dc.language.isoeng
dc.publisherUniversity of Hawaii at Manoa -- Center on Disability Studies
dc.relation.ispartofseriesvol. 14, no. 3
dc.subjectTeacher Support; Support Networks; Administrative Support
dc.titleSocially Just Educators Staying True to Themselves: The Role of Administrators Within or Outside of their Social Support Network
dc.typeOther
dc.type.dcmiText

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RDS Volume 14, No. 3