From objects to subjects: Repositioning teachers as policy actors doing policy work |
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| Institution: | 1. Department of Educational Psychology & Foundations, University of Northern Iowa, Schindler Education Center 507, Cedar Falls, IA, 50614-0607, United States;2. Department of Theory & Practice in Teacher Education, The University of Tennessee, 417 Claxton Complex, Knoxville, TN, 37996-3456, United States;3. Miami University, 210 East Spring Street, 304 McGuffey, Oxford, OH, United States;1. Adjunct English Instructor, Sharif University of Technology, Tehran, Iran;2. Sharif University of Technology, Tehran, Iran;1. Boston University, School of Education, 2 Silber Way, Boston, MA 02215, United States;2. Utah Valley University, School of Education, 800 West University Parkway, Orem, UT 84058, United States;1. University of Maryland, College Park, United States;2. Texas Tech University, United States;3. University of Virginia, United States;1. Lisa Bardach, Marko Lüftenegger, Barbara Schober, University of Vienna, Faculty of Psychology, Department of Applied Psychology: Work, Education, and Economy, Universitätsstraße 7, 1010, Vienna, Austria;2. Gholam Hassan Khajavy, University of Bojnord, Department of Foreign Languages, Bojnord, Iran;3. Seyyedeh Mina Hamedi, Ferdowsi University of Mashhad, English Department, Marshad, Iran;4. Marko Lüftenegger, University of Vienna, Centre for Teacher Education, Department for Teacher Education, Porzellangasse 4, 1090, Vienna, Austria |
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| Abstract: | Within policy discourses, teachers are positioned as objects of reform who enact policies under rational systems of observation and accountability and are, therefore, situated as de-professionalized actors lacking expert knowledge. This research project asks relatively straight-forward questions: If practicing teachers were given a voice in political debates over urban education policy and reform, what would they say? What macro-level policy problems would they identify as being important? Findings indicate the primary policy problems include Systemic Inequity and Bad Policy. The primary policy solutions include, Schools as a Community Resource; Shared Decision-Making; Contextual Goals; and Time, Space and Resources. |
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| Keywords: | Teacher perspectives Education policy & reform Policy networks Urban education Structural inequality Leadership |
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