This dissertation of practice considers the dynamics of identity development of in-service educators and the intersection of their educator role with their other identities in service of orienting toward an anti-racist praxis. The problem of practice addressed centered the theory that educator identity is socially constructed, and identity may…

Using consensual qualitative research methods, this qualitative study explored how nine recent graduates, all graduating within the past 7 years from an overtly social justice-oriented school psychology program, were experiencing social justice in practice. Semistructured interviews were conducted covering the following three theme areas: defining…

In this article, authors describe an original framework aimed to acquaint pre-service English teachers with concepts related to social justice to facilitate their critical literacies related to eight components: positionality, race, orientation, gender, relationships, environment, social class, and stereotypes (PROGRESS). Authors then illustrate…

The effectiveness of leadership preparation programs has been contested for a number of years. The purpose of this study was to examine the effectiveness of the identified components that exist within a "high-quality" principal preparation program through the lenses of the members of a principalship cohort at a university-based…