How do you get the courage to stand up?’ Teachers’ constructions of activism in response to education policy reform
Bibliographic Data
| ID | 7750849 |
|---|---|
| Authors | Amber N Warren (0000-0001-6454-2368, College of Education, University of Nevada Reno, Reno, USA, corresponding author), Nathaniel Ward (0000-0002-0355-9278, East Tennessee State University), Natalia Ward (Curriculum & Instruction, East Tennessee State University, Johnson City, USA) |
| Year | 2021 |
| Volume | 42 |
| Issue | 4 |
| Pages | 544-558 |
| Publication date | 2021-07-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Discourse Studies in the Cultural Politics of Education (JOURNAL) |
| Journal identifiers | ISSN: 0159-6306 • E-ISSN: 1469-3739 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01596306.2020.1716689 |
| OpenAlex | W3005940847 |
| Language | EN |
| Citations received | 3 |
| References cited | 41 |
This study explores how six teachers worked up becoming and being activists in response to education reforms in the southeastern US. The reforms, which involved increasing student testing and implementing high-stakes teacher evaluations, were enacted following the authorization of the Every Student Succeeds Act, federal legislation governing elementary and secondary education. Discourse analysis of interview data demonstrates how engaging in activism was constructed and positioned by teachers in response to these policy changes. We describe two interrelated patterns: (1) characterizing activism as requiring ‘professionalism’ on the part of the teacher-activist; and (2) justifying their actions by contrasting versions of activism in the media with their own activism, which they aligned with commonly accepted category-bound activities tied to ‘doing’ being a teacher. Findings shed light on the nuanced negotiation of educators’ roles as teacher-activists within the current policy context and the complicated nature of framing professionalism and activism for public audiences
Courage · Legislation · Negotiation · Pedagogy · Political science · Public relations · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Law · Public Administration · Teacher Education and Leadership Studies
Education reform
Theorizing the Micro-politics of Resistance
Teacher Activism
Teacher professionalism
Talk at work
Lectures on Conversation
Good teachers on dangerous ground
Qualitative interviews in psychology
Positioning identities
Problematizing transcription
Introduction
Defining Success, Defending Failure
From objects to subjects
The new professionalism
Educators as transformative intellectuals
Education, governance and the tyranny of numbers
Hidden transcripts of teacher resistance
This is my new normal’
Local quality work in an age of accountability – between autonomy and control
The governance turn
Extreme case formulations
Doing change and continuity
The Role of Political Education in the Formation of Teachers as Community Organizers
Audit Cultures
Expanding the Political Psychology Toolkit
Two kinds of natural
Who Killed the Princess? Description and Blame in the British Press
The teacher's soul and the terrors of performativity
Positioning and Interpretative Repertoires
Teacher professional identity
Teachers and public engagement
Teachers in the news
Re-framing teacher evaluation discourse in the media
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |