Document Type

Presentation

Publication Date

4-2019

Journal Title or Book Title

Paper presented at Annual Convention of American Educational Research Association

Abstract

In a social-justice-centered graduate education program, three faculty researchers studied and synthesized their personal ideas of social justice and their impact on students. Utilizing ideas from Rios'(2018) conscious engagement framework for teacher agency, data was collected on notions of identity as teachers of social justice as well as student perceptions on the development of their individual and collective agency as a result of being in their classrooms. Preliminary results indicate that personal cross-cultural, interfaith, and cross-linguistic experiences of the faculty had great impact on the evolutionary progress of both individual student agency and collective classroom movement.

Related Pillar(s)

Study

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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