Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 5 |
| Since 2016 (last 10 years) | 6 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Minority Group Teachers | 6 |
| Social Justice | 6 |
| White Teachers | 6 |
| Race | 3 |
| Barriers | 2 |
| Culturally Relevant Education | 2 |
| Foreign Countries | 2 |
| Racial Bias | 2 |
| Racism | 2 |
| Teacher Persistence | 2 |
| Administrator Attitudes | 1 |
| More ▼ | |
Source
| Educational Management… | 1 |
| International Journal of… | 1 |
| Learning Professional | 1 |
| Teacher Education and Special… | 1 |
| Teacher Educator | 1 |
| Teachers College Record | 1 |
Author
| Adriana Villavicencio | 1 |
| Amos, Yukari Takimoto | 1 |
| Bland, Samuel | 1 |
| Dana Conlin | 1 |
| Dharamshi, Pooja | 1 |
| Flowers, Marisa | 1 |
| Gaeta, Joanna Marinia | 1 |
| Garvey Shah, Jay | 1 |
| Hoye, Antonio | 1 |
| Kathryn Hill | 1 |
| Kosnik, Clare | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 4 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 2 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkAmos, Yukari Takimoto – International Journal of Qualitative Studies in Education (QSE), 2023
This essay explores how good intentioned white academics can hijack the important essence of anti-racism work and allows whiteness to invade the site. During the process of participating in anti-racist meetings and events many white academics are more occupied with advancing their positive white identity than liberating people of color through…
Descriptors: White Teachers, Racism, Social Justice, Whites
Adriana Villavicencio; Kathryn Hill; Dana Conlin; Sarah Klevan – Teachers College Record, 2024
Background: Research that documents the influence of anti-racism programs on teacher practice shows some desired outcomes, including developing critical consciousness to support students of color and educate others about stereotyping; understanding how racial bias affects one's teaching and relationships with students; and implementing anti-racist…
Descriptors: Minority Group Teachers, Race, Racial Factors, Social Justice
Menna, Lydia; Dharamshi, Pooja; Kosnik, Clare – Teacher Educator, 2022
This article explores the ways in which lived experiences informed literacy teacher educators' (LTEs) pedagogies and practices of social justice. In particular, three case studies were conducted to examine why the LTEs chose to address social justice, as well as how their life experiences influenced their views and pedagogies in their literacy…
Descriptors: Teacher Educators, Social Justice, Teaching Methods, Literacy Education
Garvey Shah, Jay; Weber, Sarada Hanumadass; Hoye, Antonio; Flowers, Marisa; Lott, Heather – Learning Professional, 2022
The Dane County New Teacher Project, a consortium of 17 school districts in Wisconsin, believes that new teacher induction is everyone's responsibility. To that end, the group pools resources from member districts to ensure support for new educators as they improve their effectiveness with students, find joy and purpose in their careers, and…
Descriptors: Beginning Teachers, Communities of Practice, Beginning Teacher Induction, Teacher Effectiveness
Miller, Paul Washington – Educational Management Administration & Leadership, 2020
The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that…
Descriptors: Foreign Countries, Racial Bias, Minority Group Teachers, Racial Discrimination
Kulkarni, Saili S.; Bland, Samuel; Gaeta, Joanna Marinia – Teacher Education and Special Education, 2022
Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and…
Descriptors: Special Education Teachers, Minority Group Teachers, Students with Disabilities, Social Bias
