The Abundance of Knowledge and the Shortage of Activism: Engaging in Academic Activism to Confront Teacher Certification Exams

Leslie Gates

Abstract


This article identifies teacher certification exams as a barrier to certification, especially for teacher candidates of color. The research process models activism as a necessary step in solcial justice research. Using the author's activist experience, the article serves as a model for mitigating immediate student needs while challenging larger structures that perpetuate inequalities.

Keywords


activism, public scholarship, social justice, teacher certification exams

References


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