NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1089604
Record Type: Journal
Publication Date: 2016-Feb
Pages: 34
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: EISSN-1573-1812
Permission-Seeking as an Agentive Tool for Transgressive Teaching: An Ethnographic Study of Teachers Organizing for Curricular Change
Baker-Doyle, Kira J.; Gustavson, Leif
Journal of Educational Change, v17 n1 p51-84 Feb 2016
This study describes how a group of teachers in a US public school developed and used permission-seeking moves as strategic and agentic tools to change their school curriculum and challenge norms of teaching. Although the notion of asking permission is typically considered disempowering in educational contexts, this study demonstrates that certain forms of permission-seeking (and giving) can foster collaboration and teacher agency across multiple constituent groups in a school community. This 2-year ethnographic study occurred within a context of a test-driven teaching environment with shifting student racial and economic demographics. Our research offers a reconceptualized theory of permission within a teacher agency framework and new possibilities for practitioners to engage in transgressive teaching with diverse learners in hyper-standardized teaching contexts.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A