Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards
Alison G. Dover, Department of Secondary Education, United States ; Nick Henning, California State University–Fullerton, United States ; Ruchi Agarwal-Rangnath, San Francisco State University, United States
TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Emphases on high-stakes testing and accountability can undermine teachers' ability to use their professional expertise to respond to the localized needs of their students. For justice-oriented teachers, they also create ideological conflicts, as teachers are forced to navigate increasingly prescriptive curricular mandates. In this article, we examine how justice-oriented veteran social studies teachers in the United States use their disciplinary expertise and professional agency to respond strategically to the influence of the Common Core State Standards on their discipline. We conclude by discussing the implications for preparing candidates to teach for social justice in accountability-driven contexts.
Dover, A.G., Henning, N. & Agarwal-Rangnath, R. (2016). Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 457-467. Elsevier Ltd.