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Sowing Seeds of Justice: Feminists' Reflections on Teaching for Social Justice in the Southwest

Sowing Seeds of Justice: Feminists' Reflections on Teaching for Social Justice in the Southwest

Tonya Evette Walls, Malayka Neith Cornejo, Tara J. Plachowski, Erica Kristina Reid, Soo Park
Copyright: © 2021 |Pages: 21
ISBN13: 9781799877066|ISBN10: 179987706X|EISBN13: 9781799877509
DOI: 10.4018/978-1-7998-7706-6.ch070
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MLA

Walls, Tonya Evette, et al. "Sowing Seeds of Justice: Feminists' Reflections on Teaching for Social Justice in the Southwest." Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, IGI Global, 2021, pp. 1227-1247. https://doi.org/10.4018/978-1-7998-7706-6.ch070

APA

Walls, T. E., Cornejo, M. N., Plachowski, T. J., Reid, E. K., & Park, S. (2021). Sowing Seeds of Justice: Feminists' Reflections on Teaching for Social Justice in the Southwest. In I. Management Association (Ed.), Research Anthology on Instilling Social Justice in the Classroom (pp. 1227-1247). IGI Global. https://doi.org/10.4018/978-1-7998-7706-6.ch070

Chicago

Walls, Tonya Evette, et al. "Sowing Seeds of Justice: Feminists' Reflections on Teaching for Social Justice in the Southwest." In Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, 1227-1247. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7706-6.ch070

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Abstract

Forming the basis for a provocative dialogue and written to illuminate teaching stories often pushed to the margins, this chapter provides a counter-narrative to the discourse surrounding leaky teacher-of-color pipelines and the national teacher crisis. Employing a critical race analytical lens, critical auto-ethnographic approach, and narrated through prose, five female educators committed to social justice share how they rely on unique and intersecting identities to sustain themselves in contested school spaces, while simultaneously exploring the cultural wealth they and their students bring into those spaces. Their collective stories reveal important lessons essential to our understanding of how to develop teachers for social justice. They also provide insight for those who teach in schools and classrooms meant to educate our most vulnerable and under-served students, and may answer the question, Why doesn't anyone want to teach anymore?

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