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Action in Teacher Education Volume 43, 2021 - Issue 3
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Empirical and Conceptual Studies

Working in Solidarity: An Intersectional Self-Study Methodology as a Means to Inform Social Justice Teacher Education

Ganiva ReyesMiami UniversityCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9905-0582View further author information
ORCID Icon,
Brittany AronsonMiami UniversityORCID Iconhttps://orcid.org/0000-0002-0531-6544View further author information
ORCID Icon,
Katherine E. BatchelorMiami UniversityView further author information
,
Genesis RossMiami UniversityView further author information
&
Rachel RadinaMiami UniversityView further author information
Pages 353-369 | Received 09 Oct 2019, Accepted 20 Jan 2021, Published online: 01 Mar 2021

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Kevin L. Clay, Brionna Nomi & Preeti Kamat. (2023) Are We Preparing Teachers to Fight Labor Oppression?: A Critical Community Autoethnography Interrogating Social Justice Teacher Education. Equity & Excellence in Education 0:0, pages 1-13.
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Jennifer Jacobs. (2023) Preparing the Next Generation of Equity-Centered Teacher Educators: Considerations for a Pedagogy of Teacher Educator Education. Action in Teacher Education 45:2, pages 159-181.
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Ganiva Reyes, Veronica R. Barrios, Racheal M. Banda, Brittany Aronson, Esther M. Claros Berlioz & Martha E. Castañeda. (2021) “We Came Together Out of Necessity”: A Latina Diaspora Group Engaging in Plática to Thrive with Dignity in Academia. Journal of Women and Gender in Higher Education 14:3, pages 283-301.
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Articles from other publishers (3)

Hebandreyna González García, Juan Pablo Rivera Cuellar, Aníbal Ángel Soto Bracho, Lina Fernanda Mojica Sánchez & Juan Carlos Guardela Vásquez. (2024) Notions and distortions of professional practices vs. social and labor realities in the university context. Región Científica.
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Jennifer Jacobs & Jennifer I. Perez. (2023) A qualitative metasynthesis of teacher educator self-studies on social justice: Articulating a social justice pedagogy. Teaching and Teacher Education 123, pages 103994.
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Carlos Monge, Patricia Gómez & Alba García-Barrera. (2022) La Justicia Social en la Concreción Curricular de los Grados de Maestro. Revista Internacional de Educación para la Justicia Social 11:1.
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