Syncretic Approaches to Studying Movement and Hybridity in Literacy Practices

Gutiérrez, Kris D.; Bien, Andrea C.; Selland, Makenzie K.

doi:10.4324/9780203839713.ch60

Cited by 2 publications

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“…With the exception of Bieler et al (2017), whose survey study reached participants across 13 schools and five states, the papers typically employed qualitative methods such as case studies with interviews, artifact collection and observations. The literature would benefit from expanding to include other research designs, such as mixed methods studies, Design Based Research (Anderson andShattuck, 2012), Practitioner Inquiry (Cochran-Smith andLytle, 1999) and syncretic approaches (Gutiérrez et al, 2011), critical ethnographic approaches and others. Employing a broader range of research designs will generate new understandings of teacher agency.…”

Section: Discussionmentioning

confidence: 99%

Teacher agency in English language arts teaching: a scoping review of the literature

Chisholm

Alford

Halliday

et al. 2019

ETPC

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Purpose This paper aims to examine ways in which English language arts (ELA) teachers have exercised agency in response to policy changes that have been shaped by neoliberal education agendas that seek to further advance standardization and the primacy of measurability of teaching and learning. Design/methodology/approach The authors posed the following research questions of related literature: Under what conditions, in what ways and to what ends do teachers exercise agency within ELA classroom teaching? Through five stages of systematized analysis, this scoping review of 21 studies maps the evidence base. Findings Structural, material, interpersonal and pedagogical issues both constrained and supported agency. Teachers covertly exercised agency to be responsive to students’ needs; in some instances, teachers’ agentive practices reinforced institutionally sanctioned methods. Teachers’ agentive action aimed to combat the deprofessionalization of the field, foster innovative curriculum approaches and challenge stereotypes about students. The authors also found a range of definitions of agency in the research, some of which are more generative than others. Originality/value This paper addresses a gap in the research literature by illuminating contexts, consequences and conundrums of ELA teacher agency. The authors documented the range of structural, cultural and material conditions within which teachers exercise agency; the subversive, collective and small- and large-scale ways in which teachers realize agency; and the potentially favorable or unfavorable consequences to which these efforts are directed. In doing so, the authors also problematize the range of definitions of agency in the literature and call for greater attention to conceptual clarity around agency in research. As literacy researchers illuminate work that disrupts the marginalization of teachers’ agency, this scoping review maps the field’s knowledge base of agency in ELA teaching and sets up a future research agenda to promote the professionalization of teaching and advocacy for English teachers.

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Section: Discussionmentioning

confidence: 99%

Teacher agency in English language arts teaching: a scoping review of the literature

Chisholm

Alford

Halliday

et al. 2019

ETPC

View full text Add to dashboard Cite

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“…Furthermore, in recognizing power asymmetries exist among students as well as between teachers and students, I include a third dimension of mutual respect: equity. There has been a sustained press in society for educational equity, and so it is perhaps unsurprising that equity was a recurring theme in both the literature reviewed (e.g., Bang & Marin, 2015;Campano, 2007;Ghiso, 2016;Gholson & Martin, 2014;Glynn et al, 2010;K. D. Gutiérrez, 2001) and in my empirical data.…”

Section: Putting Empirical Data In Conversation With the Literaturementioning

confidence: 82%

Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries

Hegseth

2024

Educational Researcher

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This article establishes a framework for teaching and learning for mutual respect. I define mutual respect as intervening on power asymmetries typically found in classrooms by way of according students increased equality, autonomy, and equity. In highlighting how equality, autonomy, and equity interact in ongoing and unpredictable ways in classrooms, this framework permits greater awareness of the many dilemmas with which educators are faced. Furthermore, by attending to the different ways mutual respect can be operationalized (i.e., instruction, organization, social relations), this framework can assist school leaders when determining how school-level decisions may interact with mutual respect in classrooms. This framework is thus a tool for researchers and educators when considering how to transform teaching and learning to promote social justice.

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Syncretic Approaches to Studying Movement and Hybridity in Literacy Practices

Cited by 2 publications

References 0 publications

Teacher agency in English language arts teaching: a scoping review of the literature

Teacher agency in English language arts teaching: a scoping review of the literature

Teaching and Learning for Mutual Respect: A Framework for Disrupting Pervasive Power Asymmetries

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