6: Exploring the Weaponization of Professionalism: Implications for Educator Well-Being and Retention in Academic Spaces

This ethnographic study delves into the pervasive issue of professionalism within educational settings in the United States, exposing its entanglement with colonialism and White supremacy. Through the voices of educators spanning K-12, afterschool programs, and teacher-education spaces, this research explores the divisive and damaging effects of professionalism as a cloak for oppressive systems. Utilizing a thematic analytical approach, the study uncovers educators’ shared concerns regarding their relationship with communities in conjunction with the external pressures of professionalism with White supremacist underpinnings. The findings highlight how the imposition of conformity under the guise of professionalism impedes educator well-being and exacerbates the ongoing teacher shortage crisis. Drawing upon critical theory, the article concludes with actionable recommendations aimed at dismantling these harmful constructs of professionalism and fostering more equitable and inclusive educational environments conducive to teacher well-being and retention.