Negotiating Power within School Structures

Bibliographic Data

ID9729260
AuthorsMadhu Narayanan (0000-0002-6175-6421, Relay Graduate School of Education, corresponding author)
Year2021
Volume53
Issue8
Pages960-982
Publication date2021-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation and Urban Society (JOURNAL)
Journal identifiersISSN: 0013-1245 • E-ISSN: 1552-3535
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245211004570
OpenAlexW3144873411
LanguageEN
Citations received3
References cited18

Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Teachers work within structures of power to establish themselves as legitimate authority figures worthy of respect. This is complicated by the multi-faceted relationships of power existing everywhere in schools. In this study, I use a grounded theory approach to analyze the reflections and practice of public school teachers as they seek to establish positive classroom cultures and make an impact in their school communities. They navigated, accepted, and resisted shifting structures of power to find small spaces to carry out their own agendas

Ethnography · Grounded theory · Mathematics education · Negotiation · Pedagogy · Political science · Power (physics · Power structure · Public relations · Qualitative research · Social science · Sociology · Work (physics · Educator Training and Historical Pedagogy · Engineering · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies