{"id":80447,"date":"2026-06-05T00:18:58","date_gmt":"2026-06-05T04:18:58","guid":{"rendered":"https:\/\/world.edu\/?p=80447"},"modified":"2026-06-07T10:56:14","modified_gmt":"2026-06-07T14:56:14","slug":"in-a-world-divided-teachers-need-to-connect-with-each-other-published-june-3-2026-1-29pm-edt","status":"publish","type":"post","link":"https:\/\/world.edu\/in-a-world-divided-teachers-need-to-connect-with-each-other-published-june-3-2026-1-29pm-edt\/","title":{"rendered":"In a world divided, teachers need to connect with each other"},"content":{"rendered":"

\"\"<\/p>\n

As an educator, I attest to the remarkable aspects of the teaching profession. Teachers truly have the capacity to be agents for positive change in this troubled world.<\/p>\n

That said, a myriad of factors have left the teaching field in a\u00a0global state of occupational precarity<\/a>.<\/p>\n

Factors include\u00a0strenuous impacts from the COVID-19 pandemic<\/a>,\u00a0inadequate funding and limited resources<\/a>,\u00a0escalating school violence<\/a>,\u00a0increased public surveillance<\/a>\u00a0as well as\u00a0parental distrust<\/a>\u00a0often amplified by social media hostility.<\/p>\n

While teachers\u2019 primary responsibility is to teach,\u00a0the profession is ever-evolving<\/a>\u00a0and more socially complex than is often publicly understood.<\/p>\n

Although there has been ample coverage about many of these issues, seldom discussed is how existing school infrastructures constrain collegial practices and contribute to teacher isolation. This was the topic I\u00a0explored in my award-winning doctoral dissertation<\/a>.<\/p>\n

Wide-ranging tasks<\/strong><\/h4>\n

Teachers\u2019 roles and responsibilities are far more expansive than just teaching, but such wide-ranging tasks remain invisible.<\/p>\n

In Manitoba, where my study was situated, the provincial government released its\u00a0teacher competencies regulation<\/a>\u00a0in 2025.<\/p>\n

This framework mandates teachers to not only lead curricular instruction, but also to safeguard students\u2019 well-being, routinely consult and collaborate with Indigenous communities, participate in peer mentorship and engage in ongoing professional learning \u2014 among other diverse occupational responsibilities.<\/p>\n

As per Manitoba teachers\u2019\u00a0provincial collective agreement<\/a>, teachers are professionally obligated to routinely participate in school committee work, attend faculty meetings, liaise with parent\/community groups and other miscellaneous organizational functions.<\/p>\n

These ethical endeavours are corroborated by the Manitoba Teachers\u2019 Society. The union\u00a0code of professional practice<\/a>\u00a0mandates teachers to \u201c[develop] an environment that is free from all forms of discrimination, hate and oppression.\u201d<\/p>\n

Teachers\u2019 professional agency<\/strong><\/h4>\n

Co-facilitating social justice leadership\u00a0is increasingly understood to be a responsibility of teachers\u2019 daily practice and professional identity<\/a>. Whether addressing queerphobia or anti-racism, advancing such efforts are integral to ensuring all students are safe, included and ready to learn.<\/p>\n

There is a need for teachers to be able to routinely congregate to engage in communication and dialogue that supports and enacts all their professional obligations. Being able to exercise knowledge and work within cultures grounded in dialogue are\u00a0essential to promoting teachers\u2019 professional agency<\/a>.<\/p>\n

Yet while teaching is an inherently social enterprise,\u00a0teachers are infrastructurally siloed. They navigate school systems generally unconducive to collegial leadership practices<\/a>.<\/p>\n

Manitoba teacher study<\/strong><\/h4>\n

There has been ample research documenting the importance of teachers\u2019\u00a0collegiality<\/a>\u00a0as well as their\u00a0agency and voice<\/a>\u00a0as vehicles to augment professional practice.<\/p>\n

As well, researchers like educational theorist Henry Giroux have underscored how teachers\u2019\u00a0perspectives as public intellectuals<\/a>\u00a0matter for fostering students\u2019 understanding of what it means to live in a democratic society.<\/p>\n

But how are teachers able to live these ideas? My study interrogated the ill-defined boundaries of teachers\u2019 professional roles in engaging in broader social justice advocacy through collective school leadership initiatives.<\/p>\n

As both a doctoral student and a music teacher, I worked with a seven-person\u00a0participatory research<\/a>\u00a0team of teacher-colleagues. We used\u00a0the photoVOICE method, which involved<\/a>\u00a0documenting our experiences relating to grassroots leadership in our schools through photography and later reflecting upon our perceived impacts and the barriers we encountered. Together, we generated insight about how schools may be consequently improved.<\/p>\n

My colleagues participated in tasks including: peer mentorship related to anti-racism education, organizing assemblies and school gender and sexuality alliance groups, designing and facilitating professional development sessions on equity and social justice topics, and inspiring students and colleagues to become involved in local causes.<\/p>\n

Teacher-colleagues in my study yearned to professionally connect with one another. They were committed to participating in collective leadership campaigns aimed at cultivating equitable and inclusive school communities. They also reflected on the barriers impeding such work.<\/p>\n

Teachers in my study found that engaging in collegial tasks was consistently deferred to lunch hours or after-school meetings. Another barrier was their limited ability to freely express ideas that may enrich or improve schools and students\u2019 lives without fear of penalty.<\/p>\n

Constraints they perceived in being able to publicly express dissenting opinions led them to withdraw and feel demoralized. Self-censorship and fear of reprimand also contributed to their hesitance to collaborate on or support initiatives.<\/p>\n

It is clear that teachers are expected to engage in highly social, interactional and equity-seeking tasks both in- and outside classrooms, but there are gaps that can prevent them from fulfilling these functions.<\/p>\n

Circumventing structures<\/strong><\/h4>\n

Being isolated is exacerbated in my field of music teaching, as many music teachers often serve as the sole instructor in their school community.<\/p>\n

These tensions can be circumvented, however. My teaching practice has benefited from collaborations with community musicians, including ongoing projects\u00a0with an Elder to support Indigenous ways of knowing and music-making<\/a>, and\u00a0a tabla instructor to support a large demographic of South-Asian students<\/a>.<\/p>\n

These experiences have led to my own professional growth, enhanced morale, new friendships and greater student engagement and learning.<\/p>\n

Cultures of collaboration<\/strong><\/h4>\n

As our society navigates post-pandemic occupational burnout and strenuous social tensions, it is time to re-imagine our school structures to be better conducive to collaboration.<\/p>\n

Teachers need more scheduled time to liaise with their peers. They need to be able to participate in professional and reflective dialogue, collaborate on larger school functions outside the classroom, and exercise their informed professional perspectives without fear of reprisal.<\/p>\n

At the grassroots level, school principals should encourage teachers to seek new professional learning communities, network with mentors and\/or mentees and participate in professional peer dialogue.<\/p>\n

The world is changing, the socio-emotional needs of students are increasingly complex and the teaching profession is also changing.\u00a0No individual leader can address all of these interconnected social challenges facing schools<\/a>.<\/p>\n

Rather, there is power in the collective. We need to reduce workplace isolation to support teachers\u2019 collegial capacity to mitigate loneliness, bolster engagement and professional learning, and contribute to more socially just and equitable school environments.<\/p>\n

Author Bio:<\/strong> Jordan Laidlaw is a Ph.D. student, Educational Administration at the University of Manitoba<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

As an educator, I attest to the remarkable aspects of the teaching profession. Teachers truly have the capacity to be agents for positive change in this troubled world. That said, a myriad of factors have left the teaching field in a\u00a0global state of occupational precarity. Factors include\u00a0strenuous impacts from the COVID-19 pandemic,\u00a0inadequate funding and limited […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[435703],"coauthors":[11733],"class_list":["post-80447","post","type-post","status-publish","format-standard","hentry","category-education","tag-teacher-isolation"],"acf":[],"yoast_head":"\nIn a world divided, teachers need to connect with each other - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/in-a-world-divided-teachers-need-to-connect-with-each-other-published-june-3-2026-1-29pm-edt\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"In a world divided, teachers need to connect with each other - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"As an educator, I attest to the remarkable aspects of the teaching profession. 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