Transforming through power
Teachers identity in schools
Bibliographic Data
| ID | 12928850 |
|---|---|
| Authors | Madhu Narayanan (0000-0002-6175-6421, corresponding author) |
| Year | 2022 |
| Volume | 14 |
| Issue | 2 |
| Pages | 128-139 |
| Publication date | 2022-03-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Power and Education (JOURNAL) |
| Journal identifiers | ISSN: 1757-7438 • E-ISSN: 1757-7438 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/17577438221080261 |
| OpenAlex | W4220808097 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Power is everywhere, and the structures of schools channel power in ways that shape the identities of teachers. Yet, teachers find ways to challenge existing dynamics and in their confrontations with power can create new ways of being. This study uses a grounded theory approach to analyze interviews and observations of seven New York City public school teachers. Emerging from their words and re-tellings is a picture of teaching as an act of self-creation within the rigid dynamics of schools. As teachers sought their own answers, they showcased a transformative growth, a “becoming,” to build new identities through their work with students and the community
Dynamics (music · Ethnography · Grounded theory · Identity (music · Mathematics education · Pedagogy · Political science · Power (physics · Power structure · Public relations · Qualitative research · Social science · Sociology · Transformative learning · Work (physics · Educator Training and Historical Pedagogy · Engineering · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
Gender play
Police in the Hallways
The Transformative Mind
Teacher identity and agency in an era of accountability
Understanding teacher identity
Discipline and Punish
The Subject and Power
Chapter 1
Teaching, as Learning, in Practice
How the self became a problem
Novice Teachers’ Experiences in High-Poverty Schools
Personal Practical Knowledge
Becoming Warm Demanders
Why ‘What Works’ Still Won’t Work
Development as institutional change
Negotiating Power within School Structures
Michel Foucault
Chapter 3
Situated Learning
Institutional Isomorphism Revisited
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |