Glancing back and looking forward

The role of education policy in creating pathways to the workforce for Teachers of Color and Indigenous Teachers

Datos Bibliográficos

ID21640066
AutoresConra D Gist (0000-0001-8977-7059, University of Houston), Wesley Edwards (0000-0001-9221-6260, University of North Texas), Amaya García (0009-0000-7440-3142, New America), Anthony L Brown (0000-0003-3108-1248), K D Brown (0000-0002-5920-4409), Keffrelyn Brown
Año2024
Volumen32
Fecha de publicación2024-09-17
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Policy Analysis Archives (JOURNAL)
Identificadores de la revistaISSN: 1068-2341 • E-ISSN: 1068-2341
EditorialMary Lou Fulton College for Teaching and Learning Innovation (PUBLISHER)
DOI10.14507/epaa.32.8552
OpenAlexW4402564440
IdiomaEN
Citas recibidas5

The Handbook of Research on Teachers of Color and Indigenous Teachers charts the landscape of the educator diversity research base by focusing on 11 domains of inquiry. Policy, one of the domains of inquiry in the Handbook, is instrumental for advancing educator diversity. This paper is anchored in the lessons from the policy domain, and extends this scholarship by briefly synthesizing the historical origins of educator diversity policies, and examining present-day manifestations of these efforts in the sociopolitical context of state and federal level policy trends. The manuscript concludes with a set of policy recommendations

Geography · Indigenous · Pedagogy · Political science · Scholarship · Sociology · Workforce · Diverse Educational Innovations Studies · Education Systems and Policy · Public Administration · Teacher Education and Leadership Studies