"I Don't Want to Come off as Pushing an Agenda": How Contexts Shaped Teachers' Pedagogy in the Days after the 2016 U.S. Presidential Election

Autor/inn/en	Dunn, Alyssa Hadley; Sondel, Beth; Baggett, Hannah Carson
Titel	"I Don't Want to Come off as Pushing an Agenda": How Contexts Shaped Teachers' Pedagogy in the Days after the 2016 U.S. Presidential Election
Quelle	In: American Educational Research Journal, 56 (2019) 2, S.444-476 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218794892
Schlagwörter	Teaching Methods; Presidents; Elections; Decision Making; School Districts; Trust (Psychology); Professionalism; Professional Autonomy; Teacher Attitudes; Justice; Political Influences; Constructivism (Learning); Grounded Theory; Elementary School Teachers; Secondary School Teachers; Student Attitudes; Political Attitudes; Voting; Course Content + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; President; Präsident; Election; Wahl; Decision-making; Entscheidungsfindung; School district; Schulbezirk; Professionalität; Berufsfreiheit; Lehrerverhalten; Gerechtigkeit; Political influence; Politischer Einfluss; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Political attitude; Politische Einstellung; Abstimmung; Kursprogramm
Abstract	Guided by perspectives on the sociopolitical contexts of schooling, control of teachers' curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers' pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, the administration, the district, and the public. This pressure is reflective of the lack of trust, autonomy, and professionalism for teachers in our current climate. The days immediately following the election revealed new understandings about teachers' views on neutrality, opportunities for agency within control of teachers' work, and a call for justice-oriented pedagogy. Implications for teacher education, practice, and research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01