Negotiating Power within School Structures

Datos Bibliográficos

ID9729260
AutoresMadhu Narayanan (0000-0002-6175-6421, Relay Graduate School of Education, autor de correspondencia)
Año2021
Volumen53
Número8
Páginas960-982
Fecha de publicación2021-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245211004570
OpenAlexW3144873411
IdiomaEN
Citas recibidas3
Referencias citadas18

Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Teachers work within structures of power to establish themselves as legitimate authority figures worthy of respect. This is complicated by the multi-faceted relationships of power existing everywhere in schools. In this study, I use a grounded theory approach to analyze the reflections and practice of public school teachers as they seek to establish positive classroom cultures and make an impact in their school communities. They navigated, accepted, and resisted shifting structures of power to find small spaces to carry out their own agendas

Ethnography · Grounded theory · Mathematics education · Negotiation · Pedagogy · Political science · Power (physics · Power structure · Public relations · Qualitative research · Social science · Sociology · Work (physics · Educator Training and Historical Pedagogy · Engineering · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies