This paper focuses on an educator’s journey during their first year of teaching as they strive to enact social justice core beliefs. The author shares their background, uncovers biases as a result of reflecting on their teaching practice and how they meet their program’s social justice competencies. The paper also relies on case studies of three students with different needs: a student who is linguistically diverse, a student with special needs, and a student who has experienced significant life events, to enact equitable education for all students. This paper highlights the importance of relationships, getting to know students as individuals, and appreciation for their communities as a means to dismantle oppressive education systems.
","abstract_html":"<p>This paper focuses on an educator’s journey during their first year of teaching as they strive to enact social justice core beliefs. The author shares their background, uncovers biases as a result of reflecting on their teaching practice and how they meet their program’s social justice competencies. The paper also relies on case studies of three students with different needs: a student who is linguistically diverse, a student with special needs, and a student who has experienced significant life events, to enact equitable education for all students. This paper highlights the importance of relationships, getting to know students as individuals, and appreciation for their communities as a means to dismantle oppressive education systems.</p>","abstract_has_math":false,"creators":["GIRON, ELENA"],"institution":null,"degree_name":"Education, MA","degree_level":"Restricted to Claremont Colleges Master's Thesis","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:49Z","subjects":["Anti-racist teaching","Equity","Culturally-Relevant Teaching","teaching","Education","Junior High, Intermediate, Middle School Education and Teaching","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/169","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["GIRON, ELENA"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-08-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Anti-racist teaching","Equity","Culturally-Relevant Teaching","teaching","Education","Junior High, Intermediate, Middle School Education and Teaching","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/169"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This paper focuses on an educator’s journey during their first year of teaching as they strive to enact social justice core beliefs. The author shares their background, uncovers biases as a result of reflecting on their teaching practice and how they meet their program’s social justice competencies. The paper also relies on case studies of three students with different needs: a student who is linguistically diverse, a student with special needs, and a student who has experienced significant life events, to enact equitable education for all students. This paper highlights the importance of relationships, getting to know students as individuals, and appreciation for their communities as a means to dismantle oppressive education systems.
"]},{"key":"dc:title","label":"Title","values":["Ethnographic Narrative Project (Resilience, Love and Equity: First Year Teaching Vol.1 )"]}]}],"canonical_facts":{"dc:creator":["GIRON, ELENA"],"dc:date.available":["2020-08-06T07:00:00Z"],"dc:description.abstract":["This paper focuses on an educator’s journey during their first year of teaching as they strive to enact social justice core beliefs. The author shares their background, uncovers biases as a result of reflecting on their teaching practice and how they meet their program’s social justice competencies. The paper also relies on case studies of three students with different needs: a student who is linguistically diverse, a student with special needs, and a student who has experienced significant life events, to enact equitable education for all students. This paper highlights the importance of relationships, getting to know students as individuals, and appreciation for their communities as a means to dismantle oppressive education systems.
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