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Exploring Educators' Lifeworlds: From Vulnerable Self-Reflection to Strategic Action.

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Title: Exploring Educators' Lifeworlds: From Vulnerable Self-Reflection to Strategic Action.
Authors: Halkias, Maria Rocas1 (AUTHOR), Frazee, Kelly Eyre2 (AUTHOR), Minnillo, Amanda Hajji2 (AUTHOR), Kerlin, Robert2 (AUTHOR), Redding, Emily2 (AUTHOR)
Source: Schools: Studies in Education. Fall2024, Vol. 21 Issue 2, p272-291. 20p.
Subject Terms: *Educational change, *Educators, Landscape changes, Social justice
Abstract: In this research-based, reflective narrative, five educators across diverse educational contexts reflect on the influence of their lifeworlds on their experience and practice. As reflective practitioners, the authors demonstrate how they have applied lifeworld fractions to affect their educational practice with purposeful action. They discuss the power of strategic reflective practice in shaping their cultural competence and thereby reinforcing their commitment to social justice. Amid our changing educational landscape, educators confront the complexity of their role in promoting equity through the lens of lifeworld fractions. [ABSTRACT FROM AUTHOR]
Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring Educators' Lifeworlds: From Vulnerable Self-Reflection to Strategic Action.
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  Data: <searchLink fieldCode="AR" term="%22Halkias%2C+Maria+Rocas%22">Halkias, Maria Rocas</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Frazee%2C+Kelly+Eyre%22">Frazee, Kelly Eyre</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Minnillo%2C+Amanda+Hajji%22">Minnillo, Amanda Hajji</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kerlin%2C+Robert%22">Kerlin, Robert</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Redding%2C+Emily%22">Redding, Emily</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Schools%3A+Studies+in+Education%22">Schools: Studies in Education</searchLink>. Fall2024, Vol. 21 Issue 2, p272-291. 20p.
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  Data: In this research-based, reflective narrative, five educators across diverse educational contexts reflect on the influence of their lifeworlds on their experience and practice. As reflective practitioners, the authors demonstrate how they have applied lifeworld fractions to affect their educational practice with purposeful action. They discuss the power of strategic reflective practice in shaping their cultural competence and thereby reinforcing their commitment to social justice. Amid our changing educational landscape, educators confront the complexity of their role in promoting equity through the lens of lifeworld fractions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Fall2024
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