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Pathways to Wellbeing: Reconceptualizing Resilience to Foreground Marginalized Teachers' Agentic Resistance.

Ji Hong1, Lijie Liu1, Yijia Chen1

  • 1Department of Educational Psychology, College of Education, University of Arizona, 1430 E. 2nd Street, Tucson, AZ 85721, USA.

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Marginalized teachers

Keywords:
agentic resistancecritical qualitative inquirymarginalized teachersteacher resilienceteaching wellbeing

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Area of Science:

  • Educational Psychology
  • Sociology of Education
  • Critical Pedagogy

Background:

  • Traditional models of resilience often overlook the experiences of marginalized groups.
  • Teacher wellbeing is significantly impacted by structural oppression within educational systems.
  • There is a need to understand how marginalized teachers actively cope with and resist adversity.

Purpose of the Study:

  • To reconceptualize resilience by centering the agentic resistance of marginalized teachers.
  • To explore how teachers with marginalized identities resist structural oppression and sustain their professional and personal identities.
  • To develop a critical framework for understanding resilience as a politically engaged practice.

Main Methods:

  • Critical qualitative inquiry was employed.
  • In-depth interviews were conducted with 17 U.S. teachers identifying with marginalized racial, gender, and/or sexual identities.
  • Data analysis focused on identifying patterns of resistance and their connection to wellbeing.

Main Results:

  • Resistance manifested in diverse forms, including inclusive curriculum design, direct confrontation, and embodied identity expression.
  • Teachers drew strength from collective resources such as social movements and ancestral legacies.
  • Resistance was identified as a collective, identity-affirming practice, not merely individual coping.

Conclusions:

  • Resilience should be reframed to encompass intentional and proactive resistance.
  • Agentic resistance empowers marginalized teachers to challenge inequity, promote educational justice, and foster personal flourishing.
  • Institutional support is crucial for enabling marginalized teachers to resist, persist, and thrive in challenging educational environments.