abstract: The passing of anti-immigrant legislation in the state of Arizona over the last decade has exacerbated an already oppressive system perpetuated by globalization and its byproducts, neoliberalism and neoconservativism. The social justice activist educators who live and work with the children and families most affected by these laws and policies must learn to navigate these controls if they hope to sustain their work. I have drawn from Freire's work surrounding the theories of praxis and conscientization to explain the motivation of these teachers, and the sociological theory of Communities of Practice (Lave & Wenger, 1991; Wenger, 1998; & Wenger, McDermott, & Snyder, 2002), to explain how the group, Arizona Teachers for Justice serves as a space of learning and support for these educators. This dissertation is a multiple case study and has employed semi-structured interviews with four social justice activist educators to understand how social justice activist educators in Arizona cope and sustain their teaching and activism, particularly through their membership in groups such as Arizona Teachers for Justice. The teachers in this study are each at different stages in their careers and each teaches in a different setting and/or grade level. This cross section provides multiple perspectives and varied lenses through which to view the struggles and triumphs of social justice activist educators in the state of Arizona. The teachers in this study share their experiences of being singled out for their activism and explain the ways they cope with such attacks. They explain how they manage to fulfill their dedication to equity by integrating critical materials while adhering to common core standards. They express the anger that keeps them fighting in the streets and the fears that keep them from openly rejecting unjust policies. The findings of this study contribute to the discussion of how to not only prepare social justice activist educators, but ways of supporting and sustaining their very crucial work. Neoliberal and neoconservative attacks on education are pervasive and it is critical that we prepare teachers to face these structural pressures if we hope to ever change the dehumanizing agenda of these global powers. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2013
| Identifer | oai:union.ndltd.org:asu.edu/item:18698 |
| Date | January 2013 |
| Contributors | Eversman, Kimberly Ann (Author), Swadener, Elizabeth (Advisor), Sandlin, Jennifer (Committee member), Schugurensky, Daniel (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 139 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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