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ERIC Number: EJ776647
Record Type: Journal
Publication Date: 2007-May
Pages: 10
Abstractor: Author
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0360-9170
Re-Viewing NCLB through the Figured Worlds of Policy and Teaching: Creating a Space for Teacher Agency and Improvisation
Pennington, Julie L.
Language Arts, v84 n5 p465-474 May 2007
No Child Left Behind has become a permanent fixture in the world of education. This paper seeks to use the construct of figured worlds as described by Holland, Skinner, Lachicotte, & Cain, (1998) to examine the ways policy makers and teachers navigate the world of literacy education. Viewing policy makers and teachers as participants in discrete communities, the theoretical position of figured worlds also allows for the possibility of re-viewing teachers' positions related to NCLB as open to change. The notions of improvisation and agency are used to make spaces for teachers to rearrange the boundaries of their figured worlds and begin to shape the world of teaching from outside as well as from within. (Contains 2 footnotes.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001