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ERIC Number: EJ1168803
Record Type: Journal
Publication Date: 2018-Feb
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-1926
EISSN: N/A
Towards a Policy Social Psychology: Teacher Engagement with Policy Enactment and the Core Concept of Affective Disruption
Sheikh, Irfan; Bagley, Carl
British Educational Research Journal, v44 n1 p43-60 Feb 2018
The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in-depth qualitative interviews adopts a classic grounded theory approach of concurrent iterative cycles of data collection, conceptual categorisation and analytical abstraction, to identify six emergent concepts indicative of policy actor engagement with the policy process: (1) Professional and Emotional Investment; (2) Decisional Legitimacy; (3) Hierarchical Trust; (4) System Integrity and Viability; (5) De-professionalisation; and (6) Identity Safeguarding. Further, and significantly, the grounded theory analysis identifies the core concept of "Affective Disruption," conceived as an interruption to an individual's emotional equilibrium resulting from interference to their cognitive sense-making in relation to policy. It is proposed these six emergent concepts and "Affective Disruption" as a core concept are precipitated within policy actors in response to the tensions created by the process of policy enactment; the research findings moving towards what might be tentatively termed a policy social psychology.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A