Liz Corson Email & Phone Number | As a career public education teacher, I center all of my work in the power and necessity of community building -- within the classroom, with families, and with colleagues. Taking a critical literacy lens on this work -- across urban and suburban schools and with elementary, middle, and high school learners -- I consider students' funds of cultural knowledge as essential assets in their learning, and I consider myself a partner to this learning. This means that as a white teacher, I am continuously learning, as well, to understand and change dynamics of race and racism that limit all students' opportunities to thrive in school. My MA and PhD work reflects my commitment to research as a vital part of teacher development to "imagine that the social world could be otherwise." (Vasquez, 2004, p. 139) At this phase in my career, I am also drawn to contribute to the preparation of future teachers. Working with pre-service teachers while I continue to teach full-time in the pre-college classroom offers me an opportunity to draw on all my experience as a practitioner and researcher during these unprecedented times in public education.

Liz Corson

As a career public education teacher, I center all of my work in the power and necessity of communit...
Greater Philadelphia, Greater Philadelphia, United States

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Liz Corson’s Email lcorson@wssd.org

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Liz Corson’s Location Greater Philadelphia, Greater Philadelphia, United States

Liz Corson’s Current Industry Wallingford Swarthmore School District

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Work Experience

Wallingford Swarthmore School District

Elementary School Teacher

2007-08-01 00:00:00 - Present

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FAQ About Liz Corson

Liz Corson is located at
Greater Philadelphia, Greater Philadelphia, United States

Liz Corson is a As a career public education teacher, I center all of my work in the power and necessity of community building -- within the classroom, with families, and with colleagues. Taking a critical literacy lens on this work -- across urban and suburban schools and with elementary, middle, and high school learners -- I consider students' funds of cultural knowledge as essential assets in their learning, and I consider myself a partner to this learning. This means that as a white teacher, I am continuously learning, as well, to understand and change dynamics of race and racism that limit all students' opportunities to thrive in school. My MA and PhD work reflects my commitment to research as a vital part of teacher development to "imagine that the social world could be otherwise." (Vasquez, 2004, p. 139) At this phase in my career, I am also drawn to contribute to the preparation of future teachers. Working with pre-service teachers while I continue to teach full-time in the pre-college classroom offers me an opportunity to draw on all my experience as a practitioner and researcher during these unprecedented times in public education.