Abstract
This critical ethnography examined the motivations of, and processes used by teachers to advocate for the inclusion of students with exceptionalities in their Catholic school. Because students with exceptionalities have been marginalized in K-12 Catholic schools, learning more about teachers who have been successful advocates on their behalf is essential to building more inclusive schools, as well as inclusive local and global communities. The findings of this study help to identify some key elements for teacher-led advocacy including practices that align with ethical leadership and that encourage teachers to take risks and pursue passions when there is potential for positive student outcomes. As a result, school culture may be transformed to include more fully those students who have been marginalized within the school or community.
DOI
10.15365/joce.2401042021
First Page
62
Last Page
82
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Bradley-Levine, J. (2021). Examining Teacher Advocacy for Full Inclusion. Journal of Catholic Education. https://doi.org/10.15365/joce.2401042021
Included in
Disability and Equity in Education Commons, Educational Leadership Commons, Special Education and Teaching Commons
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