Embracing Advocacy: How Visible Minority and Dominant Group Beginning Teachers Take Up Issues of Equity

@article{Norquay2011EmbracingAH,
  title={Embracing Advocacy: How Visible Minority and Dominant Group Beginning Teachers Take Up Issues of Equity},
  author={Naomi Norquay and Marian Robertson-Baghel},
  journal={Brock Education Journal},
  year={2011},
  volume={20}
}
This paper is from a four-year research project that followed graduates of a teacher education program from teacher certification through their first three years of teaching. It focuses on participants' narratives about their advocacy efforts in both their pre-service practicum placements and their first year as probationary teachers. Our findings indicate that while dominant group white participants chose to advocate from a position of personal conviction (often based on new knowledge of… Expand
Conceptualising teachers’ advocacy as comedic trickster behaviour: Implications for teacher education
The conception of a comedic hero as a trickster functions as a useful trope for evaluating the attempts teachers make as advocates in schools. The specific elements of the trope that the authors findExpand

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