Activism through attrition?: An exploration of viral resignation letters and the teachers who wrote them

Dunn, Alyssa Hadley; Farver, Scott D.; Guenther, Amy; Wexler, Lindsay Joseph

doi:10.1016/j.tate.2017.02.016

Cited by 25 publications

(13 citation statements)

References 16 publications

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“…It is clear that policies that limit teachers’ ability to make their own pedagogical decisions are harmful to teachers and to students. As our other research has also shown, we recommend involving teachers and students in the policy creation and implementation process and recognizing the importance of teacher autonomy (Dunn, 2018; Dunn, Farver, Guenther, & Wexler, 2017).…”

Section: Discussionmentioning

confidence: 99%

“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

Dunn

Sondel

Baggett

2018

American Educational Research Journal

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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.

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Section: Discussionmentioning

confidence: 99%

“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

Dunn

Sondel

Baggett

2018

American Educational Research Journal

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“…While it could be assumed that teachers are power-holders in schools given their positions relative to students, examination of contemporary discourses about US teachers reveals a concerning lack of voice, empowerment, and self-determination, especially for teachers in low-performing schools (e.g. Dunn, Farver, Guenther, & Wexler, 2017). This situation is not only contemporary.…”

mentioning

confidence: 99%

Teacher participatory action research (TPAR): A methodological framework for political teacher research

Stapleton

2018

Action Research

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These are dire times for teachers, particularly those who work with marginalized youth. There is a pressing need to further the political reach of teacher research so that teachers can be heard and seen as knowledgeable professionals. Participatory action research seeks to emancipate marginalized groups through engagement in action research. This paper explores a new approach to participatory action research conducted with teachers (Teacher Participatory Action Research, or TPAR), which takes into account the marginalization by association some teachers face in their positions. I propose a framework for Teacher Participatory Action Research, describe the participatory action research project with teachers on which the framework is based, and share challenges and potential benefits for using TPAR.

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“…As online activism is increasingly recognized as matter of concern for teacher education (Dunn et al 2017b;Heron-Hruby and Landon-Hays 2014), important questions arise about how traditional organs of teacher education, such as colleges of education and professional development, may learn from the cultural legacy rapidly developing online. These cultural resources shape how teachers "envision a way forward for the profession" (Dunn et al 2017b, p. 288), especially given the staffing issues in urban schools (Sadovnik and Davidson 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Urban teachers' public dissent is increasingly gaining attention in scholarly literature and in discussions of policy decisions (Cody 2014; Heron-Hruby and Landon-Hays 2014; Neff 2014; Perry 2015). The content of teachers' dissenting messages affects teacher education (Dunn et al 2017b). Yet some research on teachers' online writing has been critical of unprofessional and apolitical content (Stitzlein and Quinn 2012).…”

Section: Dissenting Speech In Participatory Culturementioning

confidence: 99%

“…Our analysis of dissenting compositions focuses on the shared logical and rhetorical characteristics among them, their form and content. Conceptualizing these patterns as cultural resources shared and developed among teachers online, we investigate them as forms of cultural competence (Hymes 1972) that may be vital to the development of teachers' sense of solidarity and efficacy (Dunn et al 2017b).…”

Section: Dissenting Speech In Participatory Culturementioning

confidence: 99%

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Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

Stewart

Boggs

2018

Urban Rev

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This paper explores urban teachers' published responses to education reform. These compositions published online are examined as sources of cultural knowledge that are relevant to teacher education. Using sociolinguistic theory and method, the compositions' arguments and rhetorical moves are analyzed to interpret the use of digital compositions to respond to education reform initiatives in the United States. The patterned speech contained in these compositions demonstrates forms of agency important to the pursuit of professional autonomy. This finding has implications for teacher education and raises questions about whether and how cultural resources being developed by urban (and other) teachers through online composition may be ethically appropriated to benefit pre-service and in-service teachers.

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Activism through attrition?: An exploration of viral resignation letters and the teachers who wrote them

Cited by 25 publications

References 16 publications

“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

“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

Teacher participatory action research (TPAR): A methodological framework for political teacher research

Urban Teachers’ Online Dissent Produces Cultural Resources of Relevance to Teacher Education

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