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Who is a Teacher-Social Change Agent?

A social change agent is an individual or group actively working to bring about positive societal changes. UN Academy. (n.d.) defines the term "Social Change" as a shift in the morals and values of a society. Teachers are often seen as social change agents who play a crucial role in shaping society by influencing students, their communities, and the wider world. Change needs to be part of a broader vision or ethos and implemented through strong and committed support from senior leadership within the school (Hunt and King, 2015: 12). However, being an agent of social change is more than just having a particular outlook on the world and a commitment to greater social justice. It also means having the skills to influence education and learning at all levels.

Key Characteristics

A social change agent's role must include a person willing to make the necessary changes to establish equality for all and possess specific key characteristics. Model Leadership: Taking the initiative to create inclusive educational policies and advocate for marginalized communities (Nieto, 2000). Promote Equity and Justice: Integrating social justice principles into teaching practices to challenge systemic oppression (Schulz, 2018). Courage and Resilience: The willingness to take risks and challenge the status quo, even in the face of resistance or adversity. (Picower, 2012). Critical Consciousness: A deep understanding of the social, political, and economic contexts in which they teach. (Freire, P. (2000)

Conclusion

Teachers play a significant role as social change agents, shaping the values and morals of students in schools on all educational levels. Teachers' impact widely influences students and the broader school community.

References

Bourn, D. (2016). Teachers as agents of social

 change.Links to an external site. 
 International Journal of Development 
 Education and Global Learning, 7(3), 63–77. 

https://files.eric.ed.gov/fulltext/EJ1167813.pdf

Freire, P. (2000). Pedagogy of the Oppressed.

 Continuum.

Henderson, A. T., & Mapp, K. L. (2002). A new

 wave of evidence:The impact of family, 
 school, and community connections on student 
 achievement. Austin, TX: Southwest 
 Educational Development Laboratory.

Nieto, S. (2000). Affirming diversity: The

 sociopolitical context of multicultural 
 education. Longman.

Schulz, W. C. (2018). Towards social change

  leadership: Integrating UN SDG's & Walden's 
  social change skills curricular framework. 
  Walden University Center for Social Change.