This article explores Syrian higher education (HE) teachers' perceptions of their role as change agents in the reconstruction of post-conflict Syria. It utilises the notions of "change agent" and "strategic competence" (previously developed in relation to academics by Idahosa and Vincent) for exploring HE teachers' capacity to…

Systemic equity challenges in K-12 STEM education place students from minoritized groups on an uneven footing, restricting access and opportunity for the diverse students who make up the majority population in US public schools. Teachers play a key role in advocating for equity and justice in STEM education. In positioning themselves as agents of…

Faculty members play a crucial role as change agents in promoting cultural transformation within academic environments and empathy, a fundamental component of effective teaching, mentoring, and collegiality, is essential for fostering a student-centered and holistic approach. We present a theoretical model for empathy development and navigation in…

This chapter presents the experiences of adjunct faculty in the "SAGE 2YC: Faculty as Change Agents" project through the stories of five participants who share the influence of the project on them and their work. We describe the professional development that occurred in the project, which included learning with colleagues from across the…

In order to address prevalent barriers to equitable education, it is critical for preservice teachers to recognize their potential for enacting change as they prepare to enter Pre-K to 12th grade classrooms. This critical qualitative study focused on preservice teachers' attitudes, perceptions, and views of their unique roles in advancing social…

According to Kohlberg, a moral teacher is an independent moral agent capable of addressing moral dilemmas based on general principles of justice. In addition to moral reasoning, teachers require competencies in moral sensitivity, moral motivation, and the implementation of morality. In the current period of global transition, moral sensitivity in…

This article highlights the disparities between socially advantaged students and those who identify as equity-deserving while accessing work-integrated learning (WIL) opportunities. While governmental investments have aimed to broaden WIL access, persistent inequities have emphasized the need for a critical examination of oppressive systems within…

Purpose: This study explored the tensions around physical and literacy integration initiatives from the view of physical education teacher education candidates. Method: We situated our data collection in qualitative case study methodology, emphasizing data from focus group interviews conducted during the final month of physical education teacher…

Achieving equity in gifted education requires districts to disrupt inequities. Professional learning (PL) is acknowledged as an effective tool to spark lasting change; however, the realities of implementing equity-driven PL often hinder its effectiveness. This case study provides the perspectives of a gifted coordinator on the obstacles to growing…

Purpose: Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and…

This manuscript shares insights on the process of creating and operating a student-led equity, diversity, and inclusion (EDI) club centered in a sport management program through five reflective stories (i.e., three students and two faculty members). Sport Helps Everyone Make Allies is a student-led EDI club created at one of the largest…

Teaching in higher education has undergone numerous paradigm shifts from teacher-centred authoritative to learner-centred critical and culturally responsive/relevant pedagogies. Further, single method-boundedness has been substituted by the integration of pedagogies via eclecticism in the post-method contexts. Further, virtual learning and…

This study examines the role of secondary teacher candidates as student partners in research into undergraduate students' historical cognition while contextualizing documents. It highlights the unique role of teacher candidates as near-peer interviewers and change agents within higher education and secondary curricula. Through using decoding the…

Professional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice.…

This study explored social justice education literature to argue for greater emphasis on equity and diversity courses in teacher education. Global migration has changed the demographics of Western schools, which more than ever are racially, sexually, and culturally diverse, requiring well-prepared teacher candidates who can support their future…