How Teachers See Policy: School Context, Teacher Inquiry, and Policy Visibility

Autor/in	Shieh, Eric
Titel	How Teachers See Policy: School Context, Teacher Inquiry, and Policy Visibility
Quelle	In: Journal of Education Policy, 38 (2023) 1, S.166-188 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2021.1959650
Schlagwörter	Educational Policy; Elementary School Teachers; High School Teachers; Teacher Attitudes; School Effectiveness; Professional Autonomy; Institutional Characteristics; Public Schools; Organizational Culture; Teaching Conditions; New York (New York) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lehrerverhalten; Schuleffizienz; Berufsfreiheit; Public school; Öffentliche Schule; Unternehmenskultur; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This paper examines how teachers see policy and how the visibility of various aspects of policymaking are mediated by our school contexts. As a perspective from a K-12 classroom teacher conducting policy research with other classroom teachers, this paper also explores how teachers, in turn, might make our policy work visible to ourselves and the implications for teacher agency. Teachers in the study took part in a two-year participatory action research endeavour, joining school-based policy inquiry groups where we identified policies, mapped policymaking processes, and discussed the implications of our contexts. On one hand, these engagements highlight the central role a school's institutional narratives and professional culture play in constructing the ways we see policy. At the same time, they point to how our seeing exceeds and moves with and through such constraints. With reference to postcolonial interpretations of agency, I describe how as part of inquiry teachers constructed spaces for ambiguity and alternative accounts, and in doing so movement and difference, in policymaking. (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