What would happen if we began to see advocacy as part of teachers’ professional identity, as an integral part of who we all are as teachers—not just in moments of crisis, but every day? This article demonstrates how three teachers have made everyday advocacy part of their identity after participating in advocacy training, by exploring the action plans they created surrounding issues of concern in their local contexts.
Fleischer, Cathy A.; Feliks, Alaina; Brooks-Yip, Melissa; and Andrew-Vaughan, Sarah
"Everyday Advocacy as Part of Everyday Professionalism,"
Language Arts Journal of Michigan:
2, Article 4.
Available at: https://doi.org/10.9707/2168-149X.2176