Conviction,confrontation,and risk in new teacher's advocating for equity

Steven Z. Athanases, Luciana C. de Oliveira

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


Despite frustration with school constraints, new teachers who graduated from a program focused on advocacy for equity spoke for students in need in school forums and spoke up about issues of equity. Speaking for students, driven by convictions about equitable access to resources and a responsibility to act, often helped garner support and affected attitudes and school practices. However, this did not occur cost-free. Despite apparently strong preparation to advocate for equity, teachers reported that advocacy required persistence and sometimes confrontation with colleagues and administrators, some describing an assessment of risk, often feeling vulnerable in new jobs. A case of one teacher's advocacy for special needs students and for one boy in particular illustrates these issues. Suggestions are offered for ways teacher education can prepare teachers to speak for students in need and speak up and against practices and policies that impede equity.

Original languageEnglish (US)
Pages (from-to)123-136
Number of pages14
JournalTeaching Education
Issue number2
StatePublished - Jun 1 2007
Externally publishedYes

ASJC Scopus subject areas

  • Education


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