Teachers tackling in/equities: understanding, recognition, and action

Teachers’ equity work is often discussed in research literature, however, little empirical evidence exists about the nature of this work. This article explores teachers’ understandings, recognitions of, and actions regarding in/equities in their schools. Data was derived from interviews with fifteen...

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Autor principal:	Stephanie Tuters
Formato:	article
Lenguaje:	EN ES PT
Publicado:	Instituto Federal de São Paulo 2017
Materias:	Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/8b3fb446f18e420a848385976e7884dd
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spelling	oai:doaj.org-article:8b3fb446f18e420a848385976e7884dd2021-12-02T15:38:54ZTeachers tackling in/equities: understanding, recognition, and action2447-8288https://doaj.org/article/8b3fb446f18e420a848385976e7884dd2017-03-01T00:00:00Zhttps://itp.ifsp.edu.br/ojs/index.php/RIFP/article/view/661https://doaj.org/toc/2447-8288Teachers’ equity work is often discussed in research literature, however, little empirical evidence exists about the nature of this work. This article explores teachers’ understandings, recognitions of, and actions regarding in/equities in their schools. Data was derived from interviews with fifteen urban elementary school teachers who engage in equity work. While researchers acknowledge that understanding equity and diversity plays a key role in preparing teachers to tackle inequities in their schools, relatively little is known about this process. Findings illustrate that although all participants share a common commitment to teaching for equity, they held differing ideas about the meaning of equity, what equity looked like, and what their role should be for redressing inequity. Participants understanding of in/equity where found to exist on a spectrum from less to more developed, as were their actions. Findings also illustrated inconsistencies with regards to where participants existed on the continuum of understanding in relation to their actions. The nature of participants’ level of understanding, how they described their recognitions of in/equity, and the actions they took to address inequities are described thematically to illustrate their general nature as there is little information available in particular regarding teachers’ understandings and recognitions of inequityStephanie TutersInstituto Federal de São PauloarticleTheory and practice of educationLB5-3640ENESPTRevista Internacional de Formação de Professores, Vol 2, Iss 1 (2017)
institution	DOAJ
collection	DOAJ
language	EN ES PT
topic	Theory and practice of education LB5-3640
spellingShingle	Theory and practice of education LB5-3640 Stephanie Tuters Teachers tackling in/equities: understanding, recognition, and action
description	Teachers’ equity work is often discussed in research literature, however, little empirical evidence exists about the nature of this work. This article explores teachers’ understandings, recognitions of, and actions regarding in/equities in their schools. Data was derived from interviews with fifteen urban elementary school teachers who engage in equity work. While researchers acknowledge that understanding equity and diversity plays a key role in preparing teachers to tackle inequities in their schools, relatively little is known about this process. Findings illustrate that although all participants share a common commitment to teaching for equity, they held differing ideas about the meaning of equity, what equity looked like, and what their role should be for redressing inequity. Participants understanding of in/equity where found to exist on a spectrum from less to more developed, as were their actions. Findings also illustrated inconsistencies with regards to where participants existed on the continuum of understanding in relation to their actions. The nature of participants’ level of understanding, how they described their recognitions of in/equity, and the actions they took to address inequities are described thematically to illustrate their general nature as there is little information available in particular regarding teachers’ understandings and recognitions of inequity
format	article
author	Stephanie Tuters
author_facet	Stephanie Tuters
author_sort	Stephanie Tuters
title	Teachers tackling in/equities: understanding, recognition, and action
title_short	Teachers tackling in/equities: understanding, recognition, and action
title_full	Teachers tackling in/equities: understanding, recognition, and action
title_fullStr	Teachers tackling in/equities: understanding, recognition, and action
title_full_unstemmed	Teachers tackling in/equities: understanding, recognition, and action
title_sort	teachers tackling in/equities: understanding, recognition, and action
publisher	Instituto Federal de São Paulo
publishDate	2017
url	https://doaj.org/article/8b3fb446f18e420a848385976e7884dd
work_keys_str_mv	AT stephanietuters teacherstacklinginequitiesunderstandingrecognitionandaction
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Teachers tackling in/equities: understanding, recognition, and action

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