Science, technology, engineering, and mathematics (STEM) teachers need sources of empowerment to effectively guide education policy and continue to participate in advocacy-based activities. This study surveyed 208 STEM teachers on their acts of advocacy to advance STEM education. The question that guided this research was as follows: What are the…

Ontario education policy articulates an explicit commitment to equity and inclusion for increasingly diverse classrooms. Despite policy commitments, when equity and inclusion intersect with religion, enactments remain underwhelming. This paper draws on the voices of 30 Ontario public school educators, all of whom self-identify as Muslim, to share…

What are the experiences of beginning queer educators? We followed four LGBTQ-identified teachers as they began their teaching careers. As pre-service teachers, they took on leadership roles advocating for LGBTQ-inclusive education. Their stories were diverse: from feeling empowered and accepted, to being conflicted about coming out, to being the…

This study examines 96 Guatemalan teachers' perspectives on the viability of educational mandates from Guatemala's Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings…

Increasingly, educational systems are appreciating the importance of middle leaders leading educational improvement in schools. Schools depend on middle leaders to lead site-based educational development in areas including curriculum development, teacher professional learning and student learning improvement. Middle leaders are in a unique but…

Excessive workloads are a concern for teachers across the world. Overwork puts pressure not only on the physical and mental health of teachers, but also on their ability to provide quality education to their students. Nevertheless, many teachers struggle under the weight of excessive workloads, and have very little input in the top-down policies…

This study demonstrates the potential for teacher research to lead to critical inquiry and change in social studies classrooms. It presents four portraits of experienced social studies teachers engaged in critical teacher research. These teachers posed critical questions about the means and purposes of schooling, while engaging their students in…