Losing hope for change: socially just and disability studies in education educators’ choice to leave public schools

ABSTRACT

This paper highlights one key finding from a larger study where researchers utilised in-depth phenomenological interviews to explore the experiences and perspectives of public school teachers who espouse a disability studies in education (DSE) and social justice teaching identity. It specifically describes the relationship found between a lack of support for DSE teaching identities and educators’ choice to leave public school teaching. It highlights how the lack of consistent and authentic administrative and institutional support for teachers underlying beliefs led the majority of the participants to feel increasingly isolated from their schools, and in their work as teachers. Thus, the paper describes the specific emotions and seclusion participants experienced in attempting to enact their commitments to DSE, which in turn exacerbated participants’ understanding of their place in their particular school systems and in schooling more broadly. Finally, it describes participants’ desires to leave public schooling and plans for continued DSE practice.

KEYWORDS:

• Teacher retention
• disability studies in education
• teacher identity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributors

Carrie E. Rood is an Assistant Professor in the Foundations and Social Advocacy Department at SUNY Cortland.

Christine Ashby, PhD, is an Associate Professor in the Teaching and Leadership Department of the School of Education at Syracuse University and Director of the Institute on Communication and Inclusion.