ERIC Number: EJ1157827
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Policy Critics and Policy Survivors: Who Are They and How Do They Contribute to a Department Policy Role Typology?
Discourse: Studies in the Cultural Politics of Education, v38 n6 p923-936 2017
This paper considers the policy "roles" adopted by teachers enacting policy in a department. It draws on a longitudinal study of two secondary mathematics departments endeavouring to make deep change aligned with a demanding curriculum policy. The study validates aspects of an existing typology, demonstrates the existence of a variety of policy "critics" and adds a category of "survivor" teacher, showing the role can have considerable impact on enactment. The paper argues for an extension to a group construct of "policy role", here at a department level, and shows that as teachers struggle to marry the constraints of the range of policies to which they are subject with the time and effort needed to maintain deeply espoused professional values, an adopted group role can serve either to support or constrain individual teacher efforts.
Descriptors: Foreign Countries, Teacher Attitudes, Educational Policy, Policy Formation, Program Implementation, Secondary School Teachers, Mathematics Teachers, Departments, Educational Change, Alignment (Education), Criticism, Adoption (Ideas), Curriculum Implementation, Decision Making, Discourse Analysis, Barriers, Affordances, Compliance (Legal), Teacher Role
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
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A