'How Do You Get the Courage to Stand Up?' Teachers' Constructions of Activism in Response to Education Policy Reform

Autor/inn/en	Warren, Amber; Ward, Natalia
Titel	'How Do You Get the Courage to Stand Up?' Teachers' Constructions of Activism in Response to Education Policy Reform
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 4, S.544-558 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Warren, Amber)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1716689
Schlagwörter	Activism; Educational Policy; Educational Change; Professionalism; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Response + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Politics of education; Bildungspolitik; Bildungsreform; Professionalität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerkommentar
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01