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ERIC Number: EJ1064923
Record Type: Journal
Publication Date: 2015
Pages: 25
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1354-0602
From Accommodation to Appropriation: Teaching, Identity, and Authorship in a Tightly Coupled Policy Context
Stillman, Jamy; Anderson, Lauren
Teachers and Teaching: Theory and Practice, v21 n6 p720-744 2015
This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning theory, the article illustrates how the teacher's sense of self--who she "wanted to be"--informed her engagement with educational policy. Ultimately, we argue that the teacher's identity pressed her to engage in acts of appropriation and authorship vis-à-vis the policies and policy-related tools she was asked to implement. In making this argument, we theorize an agentive and dialectical relationship between teachers' identities and their participation in policy implementation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California