Their professional discretion over how to approach a new skill, standard, or curriculum can be virtually nonexistent. In these situations, teachers are expected to use the same lessons, quizzes, assignments, projects, and tests on a day-to-day basis. Administrators’ efforts to produce “perfect,” predictable results across classrooms make teachers robotic in their actions. Teachers stuck in over-planned, micromanaged workplaces remind me of the women in The Stepford Wives. When administrators become overzealous and mandate “collaboration overkill,” teachers have little time for reflection and lose their autonomy. There is another side to collaboration that is often ignored. We wrote tests and quizzes and planned or updated our pacing guides together in our professional learning community (PLC).Ĭollaboration Overkill: The “Stepford” Teachers I reciprocated by sharing my own lessons and ideas. Many of my worries as a new teacher were eased because I knew I could count on my coworkers for advice, lesson ideas, or even copies of lesson plans they used. But when I started my teaching career in 2013, it was in a school and district where teacher collaboration was highly valued-other teachers were the main resource, not a set of textbooks. Teachers often planned their school year around the chapters in the book. When I attended school in the 1990s, the textbook was the main resource in most classrooms. Teachers around the world are collaborating with peers in local and even global contexts to take charge of their own personal development, exchange lesson ideas as part of professional development, and mentor new teachers. At its best, collaboration among teachers encourages creativity, professionalism, and student achievement. Working together is becoming more of a norm across our profession. While it can be difficult to find the right balance between personal skill and combined efforts in the classroom, it is worth the effort. Good teachers know their own expertise is critical in the classroom they also know the input of colleagues strengthens that expertise. Like all successful professionals, good teachers strive to grow their knowledge and adapt to changes in the landscape of their work. They know their students, their content, and their standards-but they are not satisfied with the status quo. We argue that the intersection of race, gender, and geographic location affords a unique experience between WOC/non-WOC and within the broad WOC category as well.Good teachers are growing practitioners.
We summarized our results as follows: (1) forms of digital-sexual racism, (2) influence of geography, and (3) sexism from men of color and immigrant men. Informed by a feminist lens, we conducted focus groups with 12 WOC from Ontario, Canada, to explore how the intersection of their race/ethnicity, gender, and geographic location influenced their experience and engagement with GSNAs. Scholars have started to explore digital-sexual racism on GSNAs however, Canadian women of color (WOC) have not been included in this exploration to date. Digital-sexual racism seeks to explain how access to multiple profiles, emphasis on self-presentation, and increased anonymity found on GSNAs results in racism and discrimination for people of color. Digital-sexual racism is mediated though geosocial networking applications (GSNAs), also known as dating/hookup apps.
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