Transforming through power: Teachers identity in schools

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Power and Education Pub Date : 2022-03-20 DOI:10.1177/17577438221080261
Madhu Narayanan
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Abstract

Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Power is everywhere, and the structures of schools channel power in ways that shape the identities of teachers. Yet, teachers find ways to challenge existing dynamics and in their confrontations with power can create new ways of being. This study uses a grounded theory approach to analyze interviews and observations of seven New York City public school teachers. Emerging from their words and re-tellings is a picture of teaching as an act of self-creation within the rigid dynamics of schools. As teachers sought their own answers, they showcased a transformative growth, a “becoming,” to build new identities through their work with students and the community.
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权力转化:学校教师的身份认同
学校是结构和文化动态塑造人类行为的独特机构。权力无处不在,学校的结构以塑造教师身份的方式引导权力。然而,教师找到挑战现有动态的方法,并在与权力的对抗中创造新的存在方式。本研究采用扎根理论的方法对7位纽约市公立学校教师的访谈和观察进行分析。从他们的话语和复述中,我们可以看到,在学校僵化的动态环境中,教学是一种自我创造的行为。当教师们寻求自己的答案时,他们展示了一种变革性的成长,一种“成为”,通过与学生和社区的合作建立新的身份。
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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