Identity Intersectionalities, Mentoring, and Work–Life (Im)Balance: Educators (Re)Negotiate the Personal, Professional, and Political
Edited by
Katherine Cumings Mansfield;
Katherine Cumings Mansfield
Virginia Commonwealth University
Search for other works by this author on:
Anjalé D. Welton;
Anjalé D. Welton
University of Illinois–Urbana–Champaign
Search for other works by this author on:
Pei-Ling Lee
Pei-Ling Lee
University Council for Educational Administration
Search for other works by this author on:
Status:
Available
Emerald Publishing Limited
ISBN electronic:
978-1-68123-557-8
ISBN print:
978-1-68123-556-1
Publication date:
2016
Book Chapter
Chapter 18: Towards a More Sustainable Approach to Social Justice Education
By
Rachel Moyer
© 2016 Emerald Publishing Limited
2016
Emerald Publishing Limited
Licensed reuse rights only
-
Published:2016
Citation
Rachel Moyer, 2016. "Towards a More Sustainable Approach to Social Justice Education", Identity Intersectionalities, Mentoring, and Work–Life (Im)Balance: Educators (Re)Negotiate the Personal, Professional, and Political, Katherine Cumings Mansfield, Anjalé D. Welton, Pei-Ling Lee
Download citation file:
Open figure viewer
© 2016 Emerald Publishing Limited
2016
Emerald Publishing Limited
Licensed reuse rights only
The theme of this essay is how work–life balance for K–12 teachers is an incredibly complex concept, and is not as simple as balancing work and personal responsibilities. It is not just about teachers “doing it all” and “having it all.” Work–life balance is about navigating our identities as teachers for social justice, considering the responsibility we have to others, and the responsibility we have to our personal well-being.
You do not currently have access to this chapter.
Email alerts
Related Book Content
Related Articles
Recommended for you
These recommendations are informed by your reading behaviors and indicated interests.
