Pub Date : 2019-10-14DOI: 10.1108/ETPC-09-2018-0082
Navan N. Govender
PurposeIn this article, the author draws on Janks’ territory beyond reason as well as literature on (critically) reflective writing. The purpose of this paper is to explore how a space for personal, affective writing in the classroom might enable teachers, students and learners to 1) come to terms with gender as a social practice, 2) locate themselves in the relations of power, marginalisation and subversion being explored and 3) negotiate the internal contradictions that come with personal and social transformation. The author presents and unpacks how second-year undergraduate Bachelor of Education (B.Ed.) students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity in a critical literacy course. This paper focuses on students’ completion of a reflective writing task but is situated in a broader study on critical literacy and gender and sexual diversity. The findings suggest the need for sustained critically reflective writing in the classroom and continued research on critical literacy as both a rationalist and affective project. Furthermore, the findings suggest ways in which critically reflective writing was used to create a space where students could place themselves into the content and relations of power being studied and identify and unpack the ways in which discourses of power have informed their own identities over time, with the intent to develop the capacity to position themselves in more socially conscious ways. This study, therefore, illustrates only a fraction of how students might use reflective writing to come to terms with controversial topics, place themselves in the systems of power, explore marginalisation or subversion and negotiate the internal contradictions of transformation. However, the data also suggest that there is potential for this practice to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critical reflection in the classroom.Design/methodology/approachIn this paper, the author presents and unpacks how second-year undergraduate B.Ed. students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity through reflective writing in a critical literacy course.FindingsThe findings suggest the need for sustained critically reflective writing in the classroom and continued research in critical literacy as both a rationalist and affective project. The students who participated in this research revealed the ways in which critically reflective writing might be used to create a space where students place themselves into the content and relations of power being studied, identify and unpack the ways in which discourses of power have informed their own identities over time, and, perhaps, develop the capacity to position themselves in more socially conscious ways.Research limitations/implicationsWhile the findings reveal the need for cont
在本文中，作者借鉴了Janks超越理性的领域以及(批判性)反思性写作的文献。本文的目的是探讨课堂上个人的、情感的写作空间如何使教师、学生和学习者1)接受性别作为一种社会实践，2)将自己定位在正在探索的权力、边缘化和颠覆的关系中，3)协商个人和社会转型带来的内部矛盾。作者介绍并揭示了南非约翰内斯堡一所著名大学的二年级本科教育学士(B.Ed)学生如何在批判性扫盲课程中解释性别和性别多样性问题。本文的重点是学生完成反思性写作任务，但位于一个更广泛的研究批判性素养和性别和性别多样性。研究结果表明，需要在课堂上持续进行批判性反思写作，并继续研究作为理性主义和情感项目的批判性读写能力。此外，研究结果表明，批判性反思性写作被用来创造一个空间，学生可以将自己置于正在研究的权力内容和关系中，并识别和解开权力话语随着时间的推移告知自己身份的方式，目的是发展以更具社会意识的方式定位自己的能力。因此，这项研究只说明了学生如何使用反思性写作来处理有争议的话题，将自己置于权力体系中，探索边缘化或颠覆，以及谈判转型的内部矛盾的一小部分。然而，数据也表明，这种做法有可能在课堂实践中发挥更大的作用，对学习者对自我和社会的理解产生更深的影响，并进一步研究批判性反思在课堂上的影响。在这篇论文中，作者介绍并揭示了南非约翰内斯堡一所著名大学的本科二年级学生如何通过批判性读写课程中的反思性写作来揭示性别和性多样性问题。研究结果表明，需要在课堂上持续进行批判性反思写作，并继续研究作为理性主义和情感项目的批判性读写能力。参与这项研究的学生揭示了批判性反思写作可能被用来创造一个空间的方式，在这个空间里，学生们将自己置于被研究的权力的内容和关系中，识别和解开权力话语随着时间的推移告知他们自己身份的方式，也许，发展以更有社会意识的方式定位自己的能力。研究局限/启示虽然研究结果揭示了在理性主义批判素养之外的领域继续实践和研究的必要性，但它们是基于单一背景下的小数据集。数据分析的结果表明，批判性反思性写作有可能在课堂实践中发挥更大的作用，对学习者对自我和社会的理解产生更深的影响，并进一步研究批判性反思性写作在课堂上的影响。也许我们需要的是一种批判性反思写作的持续实践，以及自我和同行评估的过程，这些过程将这些写作纳入批判性分析。社会意义在批判性反思写作、批判性读写课堂和超越理性的社会问题和教育背景方面的作用方面，还有进一步长期研究的空间。关于批判性反思性写作的现有资源对于想象这种长期实践在课堂上可能是什么样子至关重要(Ryan and Ryan, 2013;他,2015;Pennell, 2019)。原创性/价值这里提供的数据是有限的，只说明了学生如何使用反思性写作来处理有争议的话题，将自己置于正在探索的权力/边缘化/从属/颠覆系统中，并就转型的内部矛盾进行谈判。然而，这些数据也表明，这种做法有可能在课堂实践中发挥更大的作用，对学习者对自我和社会的理解产生更深的影响，并进一步研究批判性反思在课堂上的影响。
{"title":"Critical literacy and critically reflective writing: navigating gender and sexual diversity","authors":"Navan N. Govender","doi":"10.1108/ETPC-09-2018-0082","DOIUrl":"https://doi.org/10.1108/ETPC-09-2018-0082","url":null,"abstract":"PurposeIn this article, the author draws on Janks’ territory beyond reason as well as literature on (critically) reflective writing. The purpose of this paper is to explore how a space for personal, affective writing in the classroom might enable teachers, students and learners to 1) come to terms with gender as a social practice, 2) locate themselves in the relations of power, marginalisation and subversion being explored and 3) negotiate the internal contradictions that come with personal and social transformation. The author presents and unpacks how second-year undergraduate Bachelor of Education (B.Ed.) students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity in a critical literacy course. This paper focuses on students’ completion of a reflective writing task but is situated in a broader study on critical literacy and gender and sexual diversity. The findings suggest the need for sustained critically reflective writing in the classroom and continued research on critical literacy as both a rationalist and affective project. Furthermore, the findings suggest ways in which critically reflective writing was used to create a space where students could place themselves into the content and relations of power being studied and identify and unpack the ways in which discourses of power have informed their own identities over time, with the intent to develop the capacity to position themselves in more socially conscious ways. This study, therefore, illustrates only a fraction of how students might use reflective writing to come to terms with controversial topics, place themselves in the systems of power, explore marginalisation or subversion and negotiate the internal contradictions of transformation. However, the data also suggest that there is potential for this practice to have a greater role in classroom practice, a deeper effect on learners’ understanding of self and society and further research on the impact of critical reflection in the classroom.Design/methodology/approachIn this paper, the author presents and unpacks how second-year undergraduate B.Ed. students at a prominent university in Johannesburg, South Africa, unpacked issues of gender and sexual diversity through reflective writing in a critical literacy course.FindingsThe findings suggest the need for sustained critically reflective writing in the classroom and continued research in critical literacy as both a rationalist and affective project. The students who participated in this research revealed the ways in which critically reflective writing might be used to create a space where students place themselves into the content and relations of power being studied, identify and unpack the ways in which discourses of power have informed their own identities over time, and, perhaps, develop the capacity to position themselves in more socially conscious ways.Research limitations/implicationsWhile the findings reveal the need for cont","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"365 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77793438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-23DOI: 10.1108/etpc-03-2019-0031
B. Krone
Purpose This paper aims to describe the work of a group of seventh-grade boys in a middle school superhero storytelling project. In this project, the boys, one of whom identified as Latino and five of whom identified as Black, created a voiceless, faceless, raceless superhero named “Mute.” Using a Black feminist theoretical framework, the author considers how the boys authored embodied moments in the construction of their character and in a basketball scene. The author argues that within the narrated space of the story, embodiment functioned as a critical tool for authoring spaces that thwarted and bypassed dominant social narratives. Design/methodology/approach The white, female, university-affiliated author was a participant-researcher in the “Mute” group’s ten storytelling sessions. The ethnographic data set collected included fieldnotes, recordings and copies of all the writing and images of the group. The author uses this data to conduct a narrative analysis of the Mute story. Findings The author suggests that the group’s authoring of embodiment and choreography in their story makes space outside of the binary stances often available in traditional critical analyses. Instead, the group’s attention to embodied aspects of their character(s) allowed them to refuse either/or positions of such stances and construct a textured reality that existed beyond these bounds. Originality/value Black feminist theorists have warned that critical readings are potentially essentializing, risking a reification of the same systems they hope to overturn. The Mute group’s invention of a superhero character and their use of authored embodiment deflected such essentializing readings to imagine a new, more just (story) world. Thus, the author recommends an increased attention to how students are writing and reading embodiment to fully see the everyday ways they are critically working both against and beyond the social narratives that organize their lives.
{"title":"Embodied refusals and choreographic criticalities","authors":"B. Krone","doi":"10.1108/etpc-03-2019-0031","DOIUrl":"https://doi.org/10.1108/etpc-03-2019-0031","url":null,"abstract":"\u0000Purpose\u0000This paper aims to describe the work of a group of seventh-grade boys in a middle school superhero storytelling project. In this project, the boys, one of whom identified as Latino and five of whom identified as Black, created a voiceless, faceless, raceless superhero named “Mute.” Using a Black feminist theoretical framework, the author considers how the boys authored embodied moments in the construction of their character and in a basketball scene. The author argues that within the narrated space of the story, embodiment functioned as a critical tool for authoring spaces that thwarted and bypassed dominant social narratives.\u0000\u0000\u0000Design/methodology/approach\u0000The white, female, university-affiliated author was a participant-researcher in the “Mute” group’s ten storytelling sessions. The ethnographic data set collected included fieldnotes, recordings and copies of all the writing and images of the group. The author uses this data to conduct a narrative analysis of the Mute story.\u0000\u0000\u0000Findings\u0000The author suggests that the group’s authoring of embodiment and choreography in their story makes space outside of the binary stances often available in traditional critical analyses. Instead, the group’s attention to embodied aspects of their character(s) allowed them to refuse either/or positions of such stances and construct a textured reality that existed beyond these bounds.\u0000\u0000\u0000Originality/value\u0000Black feminist theorists have warned that critical readings are potentially essentializing, risking a reification of the same systems they hope to overturn. The Mute group’s invention of a superhero character and their use of authored embodiment deflected such essentializing readings to imagine a new, more just (story) world. Thus, the author recommends an increased attention to how students are writing and reading embodiment to fully see the everyday ways they are critically working both against and beyond the social narratives that organize their lives.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"94 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85471277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/ETPC-11-2018-0114
K. Taylor, E. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha, Emily Machado
PurposeThis paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).Design/methodology/approachSituated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.FindingsAcross the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.Research limitations/implicationsCollaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.Practical implicationsTeachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.Originality/valueAlthough coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.
本文旨在研究以培养批判性英语语言艺术(ELA)教学法为重点的合作叙事探究如何支持教师代理，或“演员批判性地塑造自己对问题情境的反应的能力”(埃米尔拜尔和米舍，1998年，第971页)。设计/方法/方法在一个为期一个学期的调查小组中，8名k-16教育工作者使用叙事调查过程(Clandinin, 1992)来撰写和集体分析(Ezzy, 2002)描述个人经历的故事，这些故事将他们带到了关键的ELA教学法中。他们对八种叙事进行了三个层次的分析，包括开放编码、主题识别和识别叙事探究如何影响他们的课堂实践。通过叙述，作者确定了ELA阅读，写作和语言课程的哪些方面出现了问题;把自己置于压迫和特权的体系中;并研究批判性叙事探究的过程如何有助于他们应对这些问题的能力。教师和教师教育者之间的合作叙事探究(Sjostrom and McCoyne, 2017)可以成为培养批判性教学法的有力方法。实践意义跨年级、跨学校、跨学科、跨背景的教师可以共同组织起来，培养批判性的ELA教学法。原创性/价值虽然在k-16背景下参与批判性探究工作的协调机会很少，但作者认为，他们通过这种专业探究获得的知识、技能和信心使他们对压迫性的课程规范敏感，并扩大了他们的抵抗力。
{"title":"Expanding repertoires of resistance","authors":"K. Taylor, E. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha, Emily Machado","doi":"10.1108/ETPC-11-2018-0114","DOIUrl":"https://doi.org/10.1108/ETPC-11-2018-0114","url":null,"abstract":"PurposeThis paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971).Design/methodology/approachSituated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices.FindingsAcross the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues.Research limitations/implicationsCollaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies.Practical implicationsTeachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies.Originality/valueAlthough coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"54 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82674060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/ETPC-11-2018-0107
A. Cloonan, K. Hutchison, L. Paatsch
Purpose In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency. Design/methodology/approach The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated. Findings Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed. Originality/value Three separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.
{"title":"Promoting teachers’ agency and creative teaching through research","authors":"A. Cloonan, K. Hutchison, L. Paatsch","doi":"10.1108/ETPC-11-2018-0107","DOIUrl":"https://doi.org/10.1108/ETPC-11-2018-0107","url":null,"abstract":"\u0000Purpose\u0000In response to threats to teacher autonomy and creativity by measurements of teacher quality through student performance on high-stakes test scores and standardised professional learning, this study aims to explore teacher collaborative research for opportunities for promotion of teacher agency.\u0000\u0000\u0000Design/methodology/approach\u0000The authors explore the following research question: How is agentic teacher research into English teaching that integrates information and communication technologies and creative and critical thinking enabled? Using ethnographic tools and an analytical lens influenced by ecological teacher agency, factors which enable teacher agency within teacher research are investigated.\u0000\u0000\u0000Findings\u0000Teachers’ experiences of, and insights into, collaborative research indicate the enabling of teacher agency through an interplay of personal and professional narratives and available cultural, structural and material resources. Intersections between teacher research and teaching for creativity and teacher agency are revealed.\u0000\u0000\u0000Originality/value\u0000Three separate fields of study including teacher agency, teacher research and teaching for creativity are brought together providing insight into how teacher research into teaching for creativity in literacy learning can enhance teacher collaboration, autonomy and agency.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"27 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88953186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/ETPC-12-2018-0116
Christy Wessel‐Powell, Beth A. Buchholz, Cassie J. Brownell
Purpose The purpose of this paper is to theorize teacher agency as enacted through a P/policymaking lens in three elementary classrooms. Big-P Policies are formal, top-down school reform policies legislated, created, implemented and regulated by national, state and local governments. Yet, Big-P policies are not the only policies enacted in literacies classrooms. Rather, little-p policies or teachers’ local, personal and creative enactments of their values and expertise are also in play in daily classroom decisions. Little p-policies are teachers doing their best in response to their students and school contexts. Design/methodology/approach Adapting elements of discursive analysis, this interpretive inquiry is designed to examine textual artifacts, situated alongside classroom events and particular local practices, to explicate what teachers’ policymaking enactments regarding time and curriculum look like across three distinct contexts. Using three elementary classrooms as examples, this paper provides analytic snapshots illustrating teachers’ policymaking to solve problems of practice posed by state and school policies for curriculum, and for use of time at school. Findings The findings suggest that teachers ration (aliz)ed use of time in ways that enacted personal politics, to prioritize children’s personal growth and well-being alongside teachers’ values, even when use of time became “inefficient.” An artifact from three focal classrooms illustrates particular practices – scheduling, connecting and modeling – teachers leveraged to enact little p-policy. Teachers’ little p-policy enactment is teacher agency, used to disrupt temporal and curricular policies. Originality/value This framing is valuable because little-p policymaking works to disrupt and negotiate temporal and curricular mandates imposed on classrooms from the outside.
{"title":"Polic(y)ing time and curriculum: how teachers critically negotiate restrictive policies","authors":"Christy Wessel‐Powell, Beth A. Buchholz, Cassie J. Brownell","doi":"10.1108/ETPC-12-2018-0116","DOIUrl":"https://doi.org/10.1108/ETPC-12-2018-0116","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to theorize teacher agency as enacted through a P/policymaking lens in three elementary classrooms. Big-P Policies are formal, top-down school reform policies legislated, created, implemented and regulated by national, state and local governments. Yet, Big-P policies are not the only policies enacted in literacies classrooms. Rather, little-p policies or teachers’ local, personal and creative enactments of their values and expertise are also in play in daily classroom decisions. Little p-policies are teachers doing their best in response to their students and school contexts.\u0000\u0000\u0000Design/methodology/approach\u0000Adapting elements of discursive analysis, this interpretive inquiry is designed to examine textual artifacts, situated alongside classroom events and particular local practices, to explicate what teachers’ policymaking enactments regarding time and curriculum look like across three distinct contexts. Using three elementary classrooms as examples, this paper provides analytic snapshots illustrating teachers’ policymaking to solve problems of practice posed by state and school policies for curriculum, and for use of time at school.\u0000\u0000\u0000Findings\u0000The findings suggest that teachers ration (aliz)ed use of time in ways that enacted personal politics, to prioritize children’s personal growth and well-being alongside teachers’ values, even when use of time became “inefficient.” An artifact from three focal classrooms illustrates particular practices – scheduling, connecting and modeling – teachers leveraged to enact little p-policy. Teachers’ little p-policy enactment is teacher agency, used to disrupt temporal and curricular policies.\u0000\u0000\u0000Originality/value\u0000This framing is valuable because little-p policymaking works to disrupt and negotiate temporal and curricular mandates imposed on classrooms from the outside.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"16 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89372424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/ETPC-12-2018-0127
Lauren Godfrey, C. Olson
Purpose The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning. Design/methodology/approach Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers. Findings The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes: emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning. Originality/value The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today’s educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.
{"title":"Agency as the achievement of reform ownership","authors":"Lauren Godfrey, C. Olson","doi":"10.1108/ETPC-12-2018-0127","DOIUrl":"https://doi.org/10.1108/ETPC-12-2018-0127","url":null,"abstract":"Purpose The purpose of this study is to explore how, through the cultivation of reform ownership in the professional development (PD) program, the Pathway Project, agency was achieved for the development of teacher professionalism and teacher expertise in the cases of Mrs. Cruz and Mrs. Keyes. This, in turn, provided opportunities to advance student learning. Design/methodology/approach Multiple sources of data (focused classroom observations, semi-structured interviews and collected artifacts) were analyzed through a case study approach to understand the processes by which an agentic context materialized for these two teachers. Findings The authors identified the following three stages in the cultivation of reform ownership in the cases of Mrs. Cruz and Mrs. Keyes: emerging; developing; and deepening. Each of these stages proved critical to the achievement of agency for the development of teacher professionalism, teacher expertise and student learning. Originality/value The cases of Mrs. Cruz and Mrs. Keyes offer a renewed vision of the ways in which teachers can achieve agency in the current reform environment. Given the proliferation of reform efforts within today’s educational landscape, their cases suggest that PD developers take seriously the responsibility of cultivating reform ownership for the achievement of agency and deep and lasting change.","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"50 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77126966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/ETPC-05-2019-0080
J. Chisholm, Jennifer Alford, L. Halliday, Fannie M. Cox
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.
{"title":"Teacher agency in English language arts teaching: a scoping review of the literature","authors":"J. Chisholm, Jennifer Alford, L. Halliday, Fannie M. Cox","doi":"10.1108/ETPC-05-2019-0080","DOIUrl":"https://doi.org/10.1108/ETPC-05-2019-0080","url":null,"abstract":"\u0000Purpose\u0000This 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.\u0000\u0000\u0000Design/methodology/approach\u0000The 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.\u0000\u0000\u0000Findings\u0000Structural, 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.\u0000\u0000\u0000Originality/value\u0000This 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.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"10 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77549400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/etpc-03-2019-0030
A. Goodwyn
Purpose This paper aims to introduce the concept of adaptive agency and illustrate its emergence in the field of English teaching in a number of countries using England over the past 30 years as a case study. It examines how the exceptional flexibility of English as school subject has brought many external impositions whilst its teachers have evolved remarkable adaptivity. Design/methodology/approach It proposes several models of agency and their different modes, focussing finally on adaptive agency as a model that has emerged over a 30-year period. It considers aspects of this development across a number of countries, mostly English speaking ones, but its chief case is that of England. It is principally a theoretical paper drawing on Phenomenology, Critical Realism and later modernist interpretations of Darwinian Theory, but it is grounded by drawing on two recent empirical projects to illustrate English teachers’ current agency. It offers a fresh overview of how agency and accountability have interacted within a matrix of official policy and constraint. Findings Adaptive agency has become a necessary aspect of teacher expertise. Such a mode of working creates great emotional strains and tensions, leading to many teachers leaving the profession. However, many English teachers whilst feeling controlled in the matrix of power and the panopticon of surveillance, remain resilient and positive about the future of the subject. Research limitations/implications This is to some extent a personal and reflexive account of a lived history, supported by research and other evidence. Practical implications Adaptive agency enables teachers to conceptualise the frustrations of the role but to celebrate how they expertly use their agency where they can. It makes their work and struggle more comprehensible. In providing the concept of harmonious practice, it offers the hope of a return to more satisfying professional lives. Originality/value This paper offers an original concept, adaptive agency, and discusses other valuable conceptualisations of agency and accountability. It combines a unique individual perspective with a fresh overview of the past three decades as experienced by English teachers in England.
{"title":"Adaptive agency","authors":"A. Goodwyn","doi":"10.1108/etpc-03-2019-0030","DOIUrl":"https://doi.org/10.1108/etpc-03-2019-0030","url":null,"abstract":"\u0000Purpose\u0000This paper aims to introduce the concept of adaptive agency and illustrate its emergence in the field of English teaching in a number of countries using England over the past 30 years as a case study. It examines how the exceptional flexibility of English as school subject has brought many external impositions whilst its teachers have evolved remarkable adaptivity.\u0000\u0000\u0000Design/methodology/approach\u0000It proposes several models of agency and their different modes, focussing finally on adaptive agency as a model that has emerged over a 30-year period. It considers aspects of this development across a number of countries, mostly English speaking ones, but its chief case is that of England. It is principally a theoretical paper drawing on Phenomenology, Critical Realism and later modernist interpretations of Darwinian Theory, but it is grounded by drawing on two recent empirical projects to illustrate English teachers’ current agency. It offers a fresh overview of how agency and accountability have interacted within a matrix of official policy and constraint.\u0000\u0000\u0000Findings\u0000Adaptive agency has become a necessary aspect of teacher expertise. Such a mode of working creates great emotional strains and tensions, leading to many teachers leaving the profession. However, many English teachers whilst feeling controlled in the matrix of power and the panopticon of surveillance, remain resilient and positive about the future of the subject.\u0000\u0000\u0000Research limitations/implications\u0000This is to some extent a personal and reflexive account of a lived history, supported by research and other evidence.\u0000\u0000\u0000Practical implications\u0000Adaptive agency enables teachers to conceptualise the frustrations of the role but to celebrate how they expertly use their agency where they can. It makes their work and struggle more comprehensible. In providing the concept of harmonious practice, it offers the hope of a return to more satisfying professional lives.\u0000\u0000\u0000Originality/value\u0000This paper offers an original concept, adaptive agency, and discusses other valuable conceptualisations of agency and accountability. It combines a unique individual perspective with a fresh overview of the past three decades as experienced by English teachers in England.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"6 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81137076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/etpc-11-2018-0098
Laura A. Taylor
Purpose By recognizing high-stakes testing as a key constraint to teacher agency, this paper aims to provide a close analysis of one teacher’s testing narrative to illustrate how emerging positioning is relative to high-stakes testing shapes perception of pedagogical agency. Design/methodology/approach Data were generated through a series of semi-structured interviews with an early career fourth-grade teacher, Ms Moore, in a school facing pressure to raise test scores. Using theoretical lenses of narrative positioning and a linguistic anthropological centering of constraint and emergence, 67 narratives of accountability were analyzed, with particular focus on how Ms Moore positioned herself relative to other actors involved in high-stakes testing and the consequent rights and duties these positions afforded. Findings In narrating the constraints of high-stakes testing, Ms Moore positioned herself relative to three groups involved in high-stakes testing: “purposefully tricky” test creators, “disjointed” administrators and “worried” students. The rights and duties associated with three positions varied with respect to two dimensions – proximity and hierarchy – in turn providing her distinct resources for responding to the pedagogical constraints of high-stakes testing. Practical implications Teachers might use positioning analysis as a tool to locate possibilities for agency amidst high-stakes testing, both by exploring the resources afforded by their positioning and by considering how alternative positions might afford different resources. Originality/value These findings suggest that high-stakes testing serves as a dynamic and perhaps malleable constraint to teacher agency. Teacher positioning, particularly relative to hierarchy and proximity, provides possible resource for responding to such constraints.
{"title":"Rights, duties and spaces of agency amidst high-stakes testing","authors":"Laura A. Taylor","doi":"10.1108/etpc-11-2018-0098","DOIUrl":"https://doi.org/10.1108/etpc-11-2018-0098","url":null,"abstract":"\u0000Purpose\u0000By recognizing high-stakes testing as a key constraint to teacher agency, this paper aims to provide a close analysis of one teacher’s testing narrative to illustrate how emerging positioning is relative to high-stakes testing shapes perception of pedagogical agency.\u0000\u0000\u0000Design/methodology/approach\u0000Data were generated through a series of semi-structured interviews with an early career fourth-grade teacher, Ms Moore, in a school facing pressure to raise test scores. Using theoretical lenses of narrative positioning and a linguistic anthropological centering of constraint and emergence, 67 narratives of accountability were analyzed, with particular focus on how Ms Moore positioned herself relative to other actors involved in high-stakes testing and the consequent rights and duties these positions afforded.\u0000\u0000\u0000Findings\u0000In narrating the constraints of high-stakes testing, Ms Moore positioned herself relative to three groups involved in high-stakes testing: “purposefully tricky” test creators, “disjointed” administrators and “worried” students. The rights and duties associated with three positions varied with respect to two dimensions – proximity and hierarchy – in turn providing her distinct resources for responding to the pedagogical constraints of high-stakes testing.\u0000\u0000\u0000Practical implications\u0000Teachers might use positioning analysis as a tool to locate possibilities for agency amidst high-stakes testing, both by exploring the resources afforded by their positioning and by considering how alternative positions might afford different resources.\u0000\u0000\u0000Originality/value\u0000These findings suggest that high-stakes testing serves as a dynamic and perhaps malleable constraint to teacher agency. Teacher positioning, particularly relative to hierarchy and proximity, provides possible resource for responding to such constraints.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"21 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83952442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-03DOI: 10.1108/ETPC-11-2018-0108
Jill Willis, K. McGraw, Linda J. Graham
Purpose A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures. Design/methodology/approach An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency. Findings Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success. Originality/value These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.
{"title":"Conditions that mediate teacher agency during assessment reform","authors":"Jill Willis, K. McGraw, Linda J. Graham","doi":"10.1108/ETPC-11-2018-0108","DOIUrl":"https://doi.org/10.1108/ETPC-11-2018-0108","url":null,"abstract":"\u0000Purpose\u0000A new senior curriculum and assessment policy in Queensland, Australia, is changing the conditions for teaching and learning. The purpose of this study was to consider the personal, structural and cultural conditions that mediated the agency of Senior English teachers as they negotiated these changes. Agency is conceptualised as opportunities for choice in action arising from pedagogic negotiations with students within contexts where teachers’ decision-making is circumscribed by other pressures.\u0000\u0000\u0000Design/methodology/approach\u0000An action inquiry project was conducted with English teachers and students in two secondary schools as they began to adjust their practices in readiness for changes to Queensland senior assessment. Four English teachers (two per school) designed a 10-week unit of work in Senior English with the aim of enhancing students’ critical and creative agency. Five action/reflection cycles occurred over six months with interviews conducted at each stage to trace how teachers were making decisions to prioritise student agency.\u0000\u0000\u0000Findings\u0000Participating teachers drew on a variety of structural, personal and cultural resources, including previous experiences, time to develop shared understandings and the responsiveness of students that mediated their teacher agency. Teachers’ ability to exert agentic influence beyond their own classroom was affected by the perceived flexibility of established resources and the availability of social support to share student success.\u0000\u0000\u0000Originality/value\u0000These findings indicate that a range of conditions affected the development of teacher agency when they sought to design assessment to prioritise student agency. The variety of enabling conditions that need to be considered when supporting teacher and student agency is an important contribution to theories of agency in schools, and studies of teacher policy enactment in systems moving away from localised control to more remote and centralised quality assurance processes.\u0000","PeriodicalId":45885,"journal":{"name":"English Teaching-Practice and Critique","volume":"59 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80515392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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