From objects to subjects: Repositioning teachers as policy actors doing policy work

Scott Ellison, Ashlee B. Anderson, Brittany Aronson, Courtney Clausen

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)157-169
Number of pages13
JournalTeaching and Teacher Education
Volume74
DOIs
StatePublished - Aug 2018

All Science Journal Classification (ASJC) codes

  • Education

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