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

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.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.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.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

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