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Leah Baker: Leading with Love - Reimagining Support Systems for Educators Impl. Instructional Equity

Recording of the oral dissertation defense by PhD candidate Leah Baker in the Women's Spirituality Program at the California Institute of Integral Studies, San Francisco, California, September 25, 2024 DISSERTATION TITLE: Leading With Love: Reimagining Support Systems For Educators Implementing Instructional Equity DISSERTATION ABSTRACT: Educator-activists who champion social change within inequitable systems are struggling with burnout as they push against inadequate institutional support. These teachers tirelessly address educational inequities rooted in systemic oppression, yet often work within systems that fail to reciprocate the same care that educators demonstrate toward students. Using a feminist narrative research methodology, this research draws on interviews with ten K-12 US educators to recommend solutions for supporting teachers who use equity-based models. Equity-based instruction addresses educational access gaps caused by systemic oppression that affect student outcomes based on race, gender, ability, socioeconomic status, and other factors. This study illustrates how teachers create microcosms of equity in their classrooms by modeling inclusivity, empathy, and justice through their pedagogical practices. It showcases the culture of care these teachers cultivate and the role of collective imagination in fostering social change. Given their significant emotional labor, teachers often face burnout and compassion fatigue without sufficient systemic support; this is especially true of educators from historically marginalized communities, who may face additional challenges. Feminist principles are crucial for critiquing systemic failures and advocating reforms that value teachers’ contributions. The field of education, predominantly female, reflects broader struggles regarding the feminization of labor and societal undervaluation of care work. While current solutions emphasize resilience and self care, this study argues for systemic support and community care to address the root causes of educator burnout. Emphasizing teacher burnout as systemic exploitation, this study critiques the culture of glorified teacher self-sacrifice and martyrdom. It highlights the need for robust community support networks and collective action to distribute care responsibilities more equitably. Key recommendations from participants include reducing class sizes, increasing community engagement, and challenging societal expectations of teachers. This research develops a theory of sustaining teaching for justice, urging educational institutions to adopt and amplify the principles of justice and care that teachers practice. It calls for a reimagining of the teacher archetype—not as individual martyrs, but as humans with needs who engage in a regenerative practice that enables lasting social change. Dissertation Committee Chair: Alka Arora, PhD Dissertation Committee Member: Sundari Johansen, PhD Dissertation Committee Member: Becky Thompson, PhD