Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context

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Autor/in	Picower, Bree
Titel	Resisting Compliance: Learning to Teach for Social Justice in a Neoliberal Context
Quelle	In: Teachers College Record, 113 (2011) 5, S.1105-1134 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Social Justice; Grounded Theory; Schools of Education; Critical Theory; High Stakes Tests; Teaching Methods; Political Attitudes; Educational Policy; Educational Environment; Policy Analysis; Beginning Teachers; Preservice Teacher Education; Student Teachers; Urban Schools; Elementary School Teachers; Interviews; Change Agents; Educational Principles; Curriculum; Educational Strategies; Resistance (Psychology) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Erziehungswissenschaftliche Fakultät; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Political attitude; Politische Einstellung; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politikfeldanalyse; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Bildungsprinzip; Curricula; Lehrplan; Rahmenplan; Lehrstrategie; Resistenz
Abstract	Background/Context: This study examines education in the context of neoliberalism and how current educational policies such as high-stakes testing and mandated curriculum create schooling environments hostile to social justice education. Relying on education for liberation literature, teacher education for social justice scholarship, and work on critical pedagogy, this study explores how new teachers who teach from a social justice perspective navigate the challenges of their first year in teaching. Purpose/Objective/Research Question/Focus of Study: This study asks, What strategies do new teachers use to stay true to their vision of teaching for social justice despite the challenges they face in their school environments? Population/Participants/Subjects: During the course of the study, 4 of the 6 participants were full-time classroom teachers. The 2 other participants were still taking education classes while student- and assistant teaching. All worked in a variety of urban elementary schools. Intervention/Program/Practice: The participants were all members of a social justice critical inquiry project (CIP) group that met at the university from which they graduated. Research Design: This was a qualitative study that used design-based research. Data Collection and Analysis: Data were collected from three sources: transcripts from audio and videotaped CIP sessions, ethnographic interviews with participants, and participants' written reflections. Data were analyzed using grounded theory method. Findings/Results: The teachers developed four strategies for teaching for social justice. First, by participating in a critical inquiry project, the teachers supported each other by building a safe haven that protected their vision. Second, the participants camouflaged their critical pedagogy by integrating it with the mandated curriculum, which allowed them to teach from a social justice perspective without rousing the concerns of their administration. The third strategy was to develop their students as agents of change. Finally, in a few instances, the teachers went public with their work by rejecting or speaking against policies that they felt were not in the best interests of their students. Conclusions/Recommendations: Although these four strategies allowed participants to successfully create critical classrooms, they did not impact the larger neoliberal forces that maintain unjust schooling experiences. This has implications for teacher education, and the author suggests recommendations for schools of education. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10