Abstract
Breaking stereotypes and changing generational outcomes of historically
excluded students requires educators who are willing to be what civil
rights leader John Lewis called “good troublemakers”.
Transformational, culturally competent educators can make a significant
impact in the lives of students, classrooms, and communities. This
research studies the impact of teaching experience of the Children’s
Defense Fund Freedom Schools® Servant Leader Interns on young educators
themselves. This study reveals how SLIs were transformed by the process
of teaching in ways that influenced their sense of self-authorship,
their career aspirations, and expectations of how education should be.