DOI: /10.1108/978-1-80592-459-320251025">
 

Exploring the weaponization of professionalism: Implications for educator well-being and retention in academic spaces

Document Type

Book Chapter

Publication Date

2025

Department/School

Women's and Gender Studies

Publication Title

Learning in a Time of Division: School-University-Community Research in Education

Abstract

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.

Comments

D. C. Logwood is a faculty member in EMU's Department of Women's and Gender Studies.

* H. Nicholson-Bester and H. Bollin are doctoral students in EMU's Department of Teacher Education.

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DOI: /10.1108/978-1-80592-459-320251025

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