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From objects to subjects: Repositioning teachers as policy actors doing policy work
ARTICLE

, Department of Educational Psychology & Foundations, United States ; , Department of Theory & Practice in Teacher Education, United States ; , Miami University, United States ; , Department of Educational Psychology & Foundations, United States

TATE Volume 74, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources.

Citation

Ellison, S., Anderson, A.B., Aronson, B. & Clausen, C. (2018). From objects to subjects: Repositioning teachers as policy actors doing policy work. Teaching and Teacher Education: An International Journal of Research and Studies, 74(1), 157-169. Elsevier Ltd. Retrieved November 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.05.001

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