Andy Hargreaves
Biographic Data
| ID | 3701550 |
|---|---|
| NAME | Andy Hargreaves |
| GIVEN NAMES | Andy |
| FAMILY NAME | Hargreaves |
| SIGNATURE | HARGREAVES A |
| AFFILIATIONS | Boston College |
| VERIFIED | No |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 516 |
| AUTHOR COUNT | 41 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1977 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 10 |
The dark side of networks
‘Everybody has a dark side’, sang Kelly Clarkson (2012). Should we love hers, she wondered? Should we love anyone’s, we might add? But when James Carr (1966) sang ‘The Dark End of the Street’, he w
Reclaiming inclusion in an age of indignation
As educators have pushed for inclusion of all marginalized students of different identities, we’ve seen a backlash of political and parental indignation. Andy Hargreaves and Dennis Shirley suggest that while it’s sometimes clear who is right and who is wrong in these disputes, some issues aren’t so clear, and people’s multiple identities can come in conflict. They suggest that better representation, drawing upon our capacity for sympathy, not giv…
Going all-in for well-being
Social-emotional learning (SEL) programs have become one of the most popular tools that schools use to help students learn to manage their emotions and build better relationships. But Dennis Shirley and Andy Hargreaves argue that these programs are insufficient to help students face today’s challenges. It would be far better, they explain, for schools to focus on programs that enhance students’ well-being. A focus on well-being involves no longer…
Austerity and inequality; or prosperity for all? Educational policy directions beyond the pandemic
Au-delà des renforcements intrinsèques
Les enseignants ne travaillent ni pour l’argent, ni pour les vacances. Malgré toutes les contraintes du métier, en définitive, les enseignants oeuvrent pour les enfants. Ce sont les enfants et la vie de la classe qui constituent la récompense primordiale des enseignants; c’est souvent même la seule. Ce fait est soutenu par cette recherche. En effet, l’auteur étudie la relation pédagogique, telle que perçue par les enseignants, et ce que les ensei…
The sustainability and unsustainability of teachers’ and leaders’well-being
Teacher collaboration
This article reprises and reflects on 30 years of the author’s work on teacher collaboration. The distinctive nature of this work has not been in making a case for teacher collaboration in terms of its benefits for students, teachers, or educational change. These arguments are widely available elsewhere. Rather it has examined ways of collaborating that are available to teachers, how formal or informal collaboration should be, how collaborative e…
Designing Rural School Improvement Networks
Rural school educators are often isolated and have few opportunities to learn from neighboring schools or colleagues. This is an especially daunting challenge for low-performing rural schools faced with implementing significant reform efforts (e.g., turnaround approaches, educator effectiveness systems, college- and career-ready standards and assessments). This paper discusses the design and start-up of a large-scale project to connect “like with…
Second International Handbook of Educational Change
Second international handbook of educational change
Presentism, Individualism, and Conservatism
The Fourth Way
Beginning with an incisive analysis of the three major educational change efforts of the past 25 years, Andy Hargreaves & Dennis Shirley offer a plan that integrates government policy professional involvement, & public engagement to create an environment of greater inclusiveness, security, & humanity
Student Diversity and Secondary School Change in a Context of Increasingly Standardized Reform
This article analyzes three decades of educational reform strategies pertaining to ethnocultural diversity in the United States and Canada and how they affect the efforts of four secondary schools, two in each context, to respond to increasing student diversity. Data include 186 teacher interviews drawn from a large ethnographic study. The article describes the current effects of increasing standardization on racially diverse schools and conclude…
Educational Change Over Time? The Sustainability and Nonsustainability of Three Decades of Secondary School Change and Continuity
Purpose: This article presents the conceptual framework, methodological design, and key research findings from a Spencer Foundation-funded project of long-term educational change over time. Research Design: Based on more than 200 interviews, supplementary observations, and extensive archival data, it examines perceptions and experiences of educational change in eight high schools in the United States and Canada among teachers and administrators w…
Taking Sustainability from Theory to Practice
Sustainable leadership and improvement are more than matters of mere endurance, of making things last. We define sustainable leadership, in line with the environmental field, in the following way: Sustainable leadership matters, spreads and lasts. It is a shared responsibility, that does not unduly deplete human or financial resources, and that cares for and avoids exerting negative damage on the surrounding educational and community environment.…
Educational change takes ages
Perspectives on Alternative Assessment Reform
This article examines classroom assessment reform from four perspectives: technological, cultural, political, and postmodern. Each perspective highlights different issues and problems in the phenomenon of classroom assessment. The technological perspective focuses on issues of organization, structure, strategy, and skill in developing new assessment techniques. The cultural perspective examines how alternative assessments are interpreted and inte…
Emotional Geographies of Teaching
This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-par…
The emotional geographies of teachers’ relations with colleagues
Four Ages of Professionalism and Professional Learning
This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new di…
Mixed emotions
Educational Outcomes, Modern and Postmodern Interpretations
Drawing on research in Canada as well as studies in Australia and elsewhere, this paper challenges the arguments of Smyth and Dow (British Journal of Sociology in Education, 19(3), pp. 291-303) that outcomes-based education necessarily embodies a form of technical rationality which routinizes, proletarianizes and deskills teachers and their work. This paper criticizes Smyth and Dow for applying a universalistic and monolithic labour process theor…
Mentoring in the New Millennium
Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally
Schooling in the New Millennium
(1999). Schooling in the New Millennium: educational research for the postmodern age. Discourse: Studies in the Cultural Politics of Education: Vol. 20, No. 3, pp. 333-355
The emotional politics of teaching and teacher development
This paper explores the emotions of teaching and teacher development in times of rapid change. It treats the emotional lives of educators not only as matters of personal disposition or commitment, as psychological qualities that emerge among individuals, but also as social and political phenomena that are shaped by how the work of teaching is organized, structured and led. The paper develops a conceptual framework of seven interrelated elements t…
The emotional practice of teaching
Mixed emotions
Educational change takes ages
Resistance and Relative Autonomy Theories
This article takes issue with the claims of Arnot & Whitty in the previous number of this journal, that many recent Marxist analyses of education are theoretically 'open' and use evidence to interrogate theory. On the contrary, it is argued, contemporary Marxist sociology of education is characterised by theoretical closure and an absence of empirical rigour. The reason for these shortcomings is to be found in a third factor which Arnot & Whitty …
Paths of professional development
Revisiting Voice
Drawing on case vignettes of teachers at work, this article revisits how to conceptualize and represent teachers' voices and the teacher's voice in educational research, and in dialogue about educational change more generally. Though the article argues that representing and sponsoring teachers' voices should remain an important research priority, it also criticizes how much of the literature in this area selects and portrays particular teacher vo…
Mentoring in the New Millennium
Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally
Experience Counts, Theory Doesn't
This article analyzes the ways in which and extent to which teachers draw on their own personal classroom experiences when making collective educational decisions. It is based on transcribed tape recordings of a series of curriculum decision-making meetings among the staff of an English 9-13 middle school and on interviews with the staff concerned. It is noted that there is an absence of references to nonclassroom experience in staff discussions …
Teaching and guilt
Restructuring restructuring
This paper examines the concept, implications and dilemmas of school restructuring. The meanings of restructuring are confusing and complex. Restructuring can be a synonym for top‐down reform or ruthless retrenchment. Or it can point to the redefinition of power relationships in the classrooms, staffrooms and communities of schooling. The paper identifies four different dilemmas of restructuring within which these different possibilities are cont…
Presentism, Individualism, and Conservatism
Student Diversity and Secondary School Change in a Context of Increasingly Standardized Reform
This article analyzes three decades of educational reform strategies pertaining to ethnocultural diversity in the United States and Canada and how they affect the efforts of four secondary schools, two in each context, to respond to increasing student diversity. Data include 186 teacher interviews drawn from a large ethnographic study. The article describes the current effects of increasing standardization on racially diverse schools and conclude…
CCCS Gas! Politics and Science in the Work of the Centre for Contemporary Cultural Studies
The irony of studying social crises is that as they intensify and become increasingly politically charged they also appear to become less amenable to careful explanation and appraisal. We find it difficult to make cool assessments of those things which concern us most-the social changes which most seriously affect, disturb and interrupt course of our everyday lives. This is no great revelation. Sociologists have long conceded that values they hol…
The sustainability and unsustainability of teachers’ and leaders’well-being
Perspectives on Alternative Assessment Reform
This article examines classroom assessment reform from four perspectives: technological, cultural, political, and postmodern. Each perspective highlights different issues and problems in the phenomenon of classroom assessment. The technological perspective focuses on issues of organization, structure, strategy, and skill in developing new assessment techniques. The cultural perspective examines how alternative assessments are interpreted and inte…
Teachers’ work and the politics of time and space
This paper identifies and analyses different dimensions of time and their implications for teachers’ work. The theoretical analysis arises from a study of elementary principals’ and teachers’ perceptions and uses of preparation time. Five dimensions of time are identified and discussed: technical‐rational time, micropolitical time, phenomenological time, physical time, and sociopolitical time. From the point of view of the classroom, teachers and…
Induction or seduction? Postmodern patterns of preparing to teach
(1995). Induction or seduction? Postmodern patterns of preparing to teach. Peabody Journal of Education: Vol. 70, Curriculum Issues and the Postsecondary Preparation of Educators, pp. 41-63
Progressivism and Pupil Autonomy
Designing Rural School Improvement Networks
Rural school educators are often isolated and have few opportunities to learn from neighboring schools or colleagues. This is an especially daunting challenge for low-performing rural schools faced with implementing significant reform efforts (e.g., turnaround approaches, educator effectiveness systems, college- and career-ready standards and assessments). This paper discusses the design and start-up of a large-scale project to connect “like with…
Research, policy and practice in education
The article reviews and assesses some aspects of a ‘grant‐stock’ of projects approved for support by the former Educational Research Board of the Social Science Research Council, (SSRC), and now the responsibility of the Education and Human Development Committee of the Economic and Social Research Council (ESRC). It analyses the methodology, subject matter and style of the approved projects and concludes that a somewhat broader range of work has …
Progressivism and Pupil Autonomy
Shorter Notices
CCCS Gas! Politics and Science in the Work of the Centre for Contemporary Cultural Studies
The irony of studying social crises is that as they intensify and become increasingly politically charged they also appear to become less amenable to careful explanation and appraisal. We find it difficult to make cool assessments of those things which concern us most-the social changes which most seriously affect, disturb and interrupt course of our everyday lives. This is no great revelation. Sociologists have long conceded that values they hol…
Resistance and Relative Autonomy Theories
This article takes issue with the claims of Arnot & Whitty in the previous number of this journal, that many recent Marxist analyses of education are theoretically 'open' and use evidence to interrogate theory. On the contrary, it is argued, contemporary Marxist sociology of education is characterised by theoretical closure and an absence of empirical rigour. The reason for these shortcomings is to be found in a third factor which Arnot & Whitty …
Experience Counts, Theory Doesn't
This article analyzes the ways in which and extent to which teachers draw on their own personal classroom experiences when making collective educational decisions. It is based on transcribed tape recordings of a series of curriculum decision-making meetings among the staff of an English 9-13 middle school and on interviews with the staff concerned. It is noted that there is an absence of references to nonclassroom experience in staff discussions …
Research, policy and practice in education
The article reviews and assesses some aspects of a ‘grant‐stock’ of projects approved for support by the former Educational Research Board of the Social Science Research Council, (SSRC), and now the responsibility of the Education and Human Development Committee of the Economic and Social Research Council (ESRC). It analyses the methodology, subject matter and style of the approved projects and concludes that a somewhat broader range of work has …
Teachers’ work and the politics of time and space
This paper identifies and analyses different dimensions of time and their implications for teachers’ work. The theoretical analysis arises from a study of elementary principals’ and teachers’ perceptions and uses of preparation time. Five dimensions of time are identified and discussed: technical‐rational time, micropolitical time, phenomenological time, physical time, and sociopolitical time. From the point of view of the classroom, teachers and…
Paths of professional development
Teaching and guilt
Continuity and change in educational policy
.
Teacher Development and Educational Change
Teacher development and educational change, Michael Fullan and Andy Hargreaves teacher education and the developing teacher - the role of personal knowledge, Johan Aitken Lyall and Denis A.Mildon imposed change and the experienced teacher, Patricia J.Sikes the nature of collegiality in teacher development - the case of clinical supervision, Peter P.Grimmett and E.Patricia Crehan the principal's role in teacher development, Kenneth A.Leithwood tea…
Restructuring restructuring
This paper examines the concept, implications and dilemmas of school restructuring. The meanings of restructuring are confusing and complex. Restructuring can be a synonym for top‐down reform or ruthless retrenchment. Or it can point to the redefinition of power relationships in the classrooms, staffrooms and communities of schooling. The paper identifies four different dilemmas of restructuring within which these different possibilities are cont…
Induction or seduction? Postmodern patterns of preparing to teach
(1995). Induction or seduction? Postmodern patterns of preparing to teach. Peabody Journal of Education: Vol. 70, Curriculum Issues and the Postsecondary Preparation of Educators, pp. 41-63
Joe's Dilemma
Revisiting Voice
Drawing on case vignettes of teachers at work, this article revisits how to conceptualize and represent teachers' voices and the teacher's voice in educational research, and in dialogue about educational change more generally. Though the article argues that representing and sponsoring teachers' voices should remain an important research priority, it also criticizes how much of the literature in this area selects and portrays particular teacher vo…
The emotional politics of teaching and teacher development
This paper explores the emotions of teaching and teacher development in times of rapid change. It treats the emotional lives of educators not only as matters of personal disposition or commitment, as psychological qualities that emerge among individuals, but also as social and political phenomena that are shaped by how the work of teaching is organized, structured and led. The paper develops a conceptual framework of seven interrelated elements t…
The emotional practice of teaching
Tangled up in School
Schooling in the New Millennium
(1999). Schooling in the New Millennium: educational research for the postmodern age. Discourse: Studies in the Cultural Politics of Education: Vol. 20, No. 3, pp. 333-355
Four Ages of Professionalism and Professional Learning
This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new di…
Mixed emotions
Educational Outcomes, Modern and Postmodern Interpretations
Drawing on research in Canada as well as studies in Australia and elsewhere, this paper challenges the arguments of Smyth and Dow (British Journal of Sociology in Education, 19(3), pp. 291-303) that outcomes-based education necessarily embodies a form of technical rationality which routinizes, proletarianizes and deskills teachers and their work. This paper criticizes Smyth and Dow for applying a universalistic and monolithic labour process theor…
Mentoring in the New Millennium
Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally
Emotional Geographies of Teaching
This paper introduces a new concept in educational research and social science: that of emotional geographies. Emotional geographies describe the patterns of closeness and distance in human interactions that shape the emotions we experience about relationships to ourselves, each other, and the world around us. Drawing on an interview-based study of 53 elementary and secondary teachers, the paper describes five emotional geographies of teacher-par…
The emotional geographies of teachers’ relations with colleagues
Sociology (34 works) · Pedagogy (25 works) · Political science (22 works) · Psychology (22 works) · Teacher Education and Leadership Studies (22 works) · Epistemology (12 works) · Mathematics education (11 works) · Law (10 works) · Politics (10 works) · Social Psychology (8 works)