Promoting Equity in Contexts of Work Intensification: A Principal’s Challenge
AbstractThis case describes the experience of a principal named Jade working in a diverse school in South Central Ontario. A teacher in Jade’s school had been confronted by parents and a school board trustee for reading a book to their class about a family with two moms. The teacher eventually decided to switch schools, no longer feeling safe or welcome in the school. Jade would have liked to be more involved in the issue, but given her mounting workload found it difficult to devote as much time as she would have liked. This case is a starting point for discussion with educational leaders and teachers about the challenges of leading and teaching for social justice in a context where many are experiencing work intensification.
Copyright (c) 2020 Stephanie Tuters, Jim Ryan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.