“Soft Power” and the Negotiation of Legitimacy
Collective Meaning Making in a Teacher Team
Bibliographic Data
| ID | 18976429 |
|---|---|
| Authors | David H Eddy Spicer, David Eddy Spicer (0000-0003-1149-5638, University of Bath, corresponding author) |
| Year | 2013 |
| Volume | 20 |
| Issue | 2 |
| Pages | 150-169 |
| Publication date | 2013-04-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Mind Culture and Activity (JOURNAL) |
| Journal identifiers | ISSN: 1074-9039 • E-ISSN: 1532-7884 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10749039.2012.718849 |
| OpenAlex | W2021177780 |
| Language | EN |
| References cited | 42 |
This article interrogates the “soft power” of teacher teamwork by probing the ways in which authority conditions the appropriation of institutional motives through collective meaning making. The study analyzes the interaction of a teacher-leader and a science teacher team across two settings of professional development organized to promote curricular reform in their U.S. secondary school. The premise of the analysis draws on frameworks from cultural-historical theories, sociological perspectives, and social semiotics to view authority as the outcome of relations of power and control. The analysis reveals how the negotiation of legitimacy in interaction functions to open up or close down possibilities for acquiring motives appropriate to subject matter, teaching, and student learning in teachers' professional practice. The article makes a novel contribution to post-Vygotskian theoretical development in its presentation of authority as an attribute of the dialectical relationship of person and society in the production of institutionalized objects
Appropriation · Dialectic · Epistemology · Ethnography · Legitimacy · Negotiation · Pedagogy · Political science · Politics · Power structure · Premise · Social science · Sociology · Teamwork · Innovative Education and Learning Practices · Law · Literacy, Media, and Education · Psychology · Teacher Education and Leadership Studies
Language, Context, and Text
Pedagogy, Symbolic Control, and Identity
Dialogic Inquiry
Schoolteacher
Development Sociology
English Text
Chapter 6
What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship
Professional learning communities and system improvement
Culture, communication and cognition
An Introduction to Functional Grammar
Class, Codes, and Control
Mind as Action
Activity theory and individual and social transformation
Textual Politics
Foucault Beyond Foucault
The Object of Activity
Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach
General theorizing on language, society, and education
The CHILDES Project
School-Teacher
Situating Teachers’ Instructional Practices in the Institutional Setting of the School and District
Class, Codes and Control, Vol. 2
American Educational Research Journal, 1964-1968
Attending to Problems of Practice
Norms of Collegiality and Experimentation
Soft power
The situativity of knowing, learning, and research
An Introduction to Systemic Functional Linguistics
A Simplest Systematics for the Organization of Turn-Taking for Conversation
Between Discourse and Schema
| Highly cited | No |
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