Teacher Agency and Resilience in the Age of Neoliberalism

Bartell, Tonya Gau; Cho, Christine; Drake, Corey; Petchauer, Emery; Richmond, Gail

doi:10.1177/0022487119865216

Cited by 43 publications

(42 citation statements)

References 27 publications

(23 reference statements)

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“…Zavala and Henning (2017) similarly explore how teacher education programs should do more to provide new teachers with a "political education," i.e., concrete skills as "community organizers" engaged in transformative praxis both in and outside the classroom. This aligns with the call by Bartell, Cho, Drake, Petchauer, and Richmond (2019) for teacher educators to emphasize agency and resilience in their courses, and to provide pre-service teachers specific strategies for addressing inequities and oppression.…”

Section: Teachers As Revolutionary Actorsmentioning

confidence: 64%

Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Bracho

2019

FIRE

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Drawing on ethnographic data and interviews with 17 teacher educators and normal school students in Oaxaca, Mexico, this article examines a particular teaching formation rooted in the concept of lucha, revolutionary struggle. Participants described how, during their four years at a normal school, they learn, rehearse, and internalize a historical set of revolutionary scripts and strategies, as part of a political role they will perform as teachers. The post-1968 generation of teachers in this study recalled learning to fight in the 1970s and 80s, in an era of great opposition to the Mexican government and national union, while the younger generation described learning how to advocate for themselves so that they can create change in their communities. The study demonstrates how teacher training can explicitly cultivate new teachers

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Section: Teachers As Revolutionary Actorsmentioning

confidence: 64%

Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Bracho

2019

FIRE

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“…As researchers ultimately interested in improving student learning, then, it is our charge to determine which contexts, sources, use patterns, and features of supplementation tend to be "good" and which tend to be "bad." Existing research has found that supplements from large online marketplaces tend to be of low academic quality (Hertel and Wessman-Enziger, 2017;Polikoff and Dean, 2019;Sawyer et al, 2019;Sawyer et al, 2020b), sometimes promote racist or sexist ideas (Hu et al, 2019;Rodriguez et al, 2020;Shelton et al, 2020), and may nudge teachers to view students more as human capital to be produced than as humans to be educated (Attick, 2017;Pittard, 2017;Bartell et al, 2019). Very little research exists that focuses on teachers' supplement use patterns, so while we can speculate as to the possible value of some of the use patterns we outline, this study was designed to be exploratory, not evaluative, in nature.…”

Section: The Value Of Supplementationmentioning

confidence: 99%

Identifying and Distinguishing Among Teachers’ Supplementary Curriculum Use Patterns Using the Lasso

Polikoff

Silver

2021

Front. Educ.

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Research has shown that officially-adopted textbooks comprise only a small part of teachers’ enacted curriculum. Teachers often supplement their core textbooks with unofficial materials, but empirical study of teacher curriculum supplementation is relatively new and underdeveloped. Grounding our work in the Teacher Curriculum Supplementation Framework, we use data from two state-representative teacher surveys to describe different supplement use patterns and explore their correlates. (We use RAND’s American Teacher Panel survey of K-12 ELA teachers, representative of Louisiana, Massachusetts, and Rhode Island, and Harvard’s National Evaluation of Curriculum Effectiveness survey of fourth and fifth grade math teachers, representative of California, Louisiana, Maryland, New Jersey, New Mexico, and Washington.) We find evidence of four distinct supplement use patterns. We then predict each pattern, producing sparse models using the lasso estimator. We find that teacher-, school-, and textbook-level characteristics are predictive of teachers’ supplement use, suggesting that it may be affected by structures and policies beyond the individual teacher. We recommend researchers use consistent measures to explore the causes and consequences of supplementation.

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“…In other words, the extent to which teachers can effectively use materials to design and enact instruction in divergent language classrooms reflects the degree to which they can exercise their agency. Teachers are the producers of knowledge, based on which they might exercise agency and critically examine the real-world contexts presented in curriculum materials, modifying them to make more authentic connections with students' disciplinary practices inside and outside of school [56].…”

Section: Connecting the Research Of Materials Use To The Construct Of Agencymentioning

confidence: 99%

Sustaining the Effective Use of Materials in Language Classrooms: A Conceptual Understanding of Teacher Knowledge for Materials Use

Zhan

2021

Sustainability

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Materials use is a critical yet understudied domain of language teaching across jurisdictions and educational contexts. This study explored what knowledge constituents that English-as-a-foreign-language (EFL) teachers mobilize in their use of materials. Based on the social theory of human cognition in tool use and the conception of foreign language teachers’ pedagogical content knowledge, a qualitative multi-case study involving eight EFL teachers at one university in China was conducted. Data from interviews, lesson observations, and documents across three consecutive semesters revealed that teacher knowledge for materials use is multi-dimensional and developmental. The constituents of this professional knowledge are manifested in four domains, i.e., subject matter, pedagogical, curricular, and contextual domains. The study concluded that the professional knowledge needed for materials use is not merely an individual trait, but mediated by both human and nonhuman elements. Therefore, new forms of agency from both teachers and materials are required to foster the growth of this professional knowledge. Based on the findings, suggestions were made for teacher learning through materials use in language classrooms.

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Teacher Agency and Resilience in the Age of Neoliberalism

Cited by 43 publications

References 27 publications

Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Trained to Resist: Teachers Learning Lucha in Oaxaca, Mexico

Identifying and Distinguishing Among Teachers’ Supplementary Curriculum Use Patterns Using the Lasso

Sustaining the Effective Use of Materials in Language Classrooms: A Conceptual Understanding of Teacher Knowledge for Materials Use

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