Managing the Dilemmas of Professional and Bureaucratic Authority in a High School English Class

How do teachers negotiate classroom authority so they can persuade students to do what they do not necessarily want to do, while building and maintaining positive rapport? This case study of a high-track English class shows how a teacher used multiple claims to legitimacy and ambiguous standards to manage this dilemma. It found that relationships between teachers and students involve both conflict and collusion. A teacher's claims to professional authority can be undermined by weak professional development, classroom heterogeneity, and the privileging of grades over learning. The reliance on bureaucratic authority may have the unintended consequence of weakening students' engagement with school subjects

Bureaucracy · Class (philosophy) · Epistemology · Mathematics education · Pedagogy · Political science · Professional development · Sociology · Sociology of Education · Language, Discourse, Communication Strategies · Law · Psychology · Russian Literature and Bakhtin Studies · Teacher Education and Leadership Studies

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