Naming and Resisting the (Dis)Empowerment of Public School Teachers

Sy, Samantha

Naming and Resisting the (Dis)Empowerment of Public School Teachers

dc.contributor.advisor	Houser, Neil
dc.contributor.author	Sy, Samantha
dc.contributor.committeeMember	Brugar, Kristy
dc.contributor.committeeMember	Reeder, Stacy
dc.date.accessioned	2020-05-06T21:33:40Z
dc.date.available	2020-05-06T21:33:40Z
dc.date.issued	2020
dc.date.manuscript	2020-04
dc.description.abstract	The purpose of this paper is to examine the presence of non-democratic practices within public education. More specifically, discussion is provided on some of the negative consequences and effects non-democratic practices can have on education in general and public-school teachers in particular. The paper is essentially an exploration of a problem and an envisioning of how we, as teachers, can begin to take back control of our profession for the good of ourselves and the students we serve. My arguments are based on my personal experiences and reflections as a public-school teacher, as well as the literature on education in general. At the conclusion of the paper, I discuss and explore several possibilities for myself and other educators that could help us move us forward in breaking the cycle of oppression that can be often experienced as a public-school teacher.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/324298
dc.language	en_US	en_US
dc.subject	non-democratic education	en_US
dc.subject	reclaiming public education	en_US
dc.subject	community and education	en_US
dc.thesis.degree	Master of Education	en_US
dc.title	Naming and Resisting the (Dis)Empowerment of Public School Teachers	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculum	en_US