Community and Contestation: A Gramscian Case Study of Teacher Resistance

Autor/in	Smith, Joseph
Titel	Community and Contestation: A Gramscian Case Study of Teacher Resistance
Quelle	In: Journal of Curriculum Studies, 52 (2020) 1, S.27-44 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2019.1587003
Schlagwörter	Social Systems; Neoliberalism; Activism; Teacher Attitudes; Educational Policy; Change Agents; National Curriculum; History Instruction; Political Attitudes; Transformative Learning; Foreign Countries; Educational Change; Case Studies; Social Class; Power Structure; Teacher Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Social system; Soziales System; Neo-liberalism; Neoliberalismus; Aktivismus; Politischer Protest; Lehrerverhalten; Politics of education; Bildungspolitik; History lessons; Geschichtsunterricht; Political attitude; Politische Einstellung; Pädagogische Transformation; Ausland; Bildungsreform; Case study; Fallstudie; Case Study; Social classes; Soziale Klasse
Abstract	This paper focuses on a specific example of an all-too-rare phenomenon in education studies: the successful resistance by ordinary classroom teachers of policy change at the macro-level. Focusing on the withdrawal of the 2013 Draft National Curriculum for History in England, it considers the views of six teachers who were personally involved in active resistance. Furthering the view that teacher resistance can represent 'good sense', it is suggested that teachers' self-described conceptualisations of this resistance are best understood in Gramscian terms. The paper does not propose the political theory of Gramsci as a blueprint for effective resistance, but instead suggests that categories which Gramsci associated with resistance to capitalism might emerge organically within other sites of resistance, and even among those unfamiliar with Gramsci's work. Furthermore, it implies that theoretically-informed transformative intellectuals of the kind described by Giroux (1988) might still be found working in neoliberal education systems. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01