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ERIC Number: EJ973453
Record Type: Journal
Publication Date: 2012-Jul
Pages: 19
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0007-8204
English Teachers, Administrators, and Dialogue: Transcending the Asymmetry of Power in the Discourse of Educational Policy
Stewart, Trevor Thomas
English Education, v44 n4 p375-393 Jul 2012
In this article, I present six English teachers' perceptions of the dialogue used by principals and superintendents to communicate policy mandates in their schools. I wanted to learn about the ways in which the discourse employed by these two kinds of policymakers influenced English teachers' experiences as professionals and how these policies and the language used to convey them influenced the teachers' autonomy and their instructional decisions. I found that these teachers' perceived that policymakers employed an authoritative discourse (Bakhtin 1981, 1986) that made it difficult for them to engage in dialogue with the policy mandates they received. The stories told by these teachers offer some insight into the culture of U.S. education, a culture that has historically marginalized and ignored the expertise of the teachers charged with educating future generations.
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: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States