Teachers at the Table
Voice, Agency, and Advocacy in Educational Policymaking
Seiten
2018
Lexington Books (Verlag)
978-1-4985-7245-3 (ISBN)
Lexington Books (Verlag)
978-1-4985-7245-3 (ISBN)
This book draws on a qualitative case study with both practicing and pre-service teachers involved in a policy advocacy professional development program. Good examines how schools can act as barriers to teacher involvement in policymaking and the avenues through which teachers still manage to exert their voice, agency and advocacy.
Teachers at the Table is based on the simple premise that policy matters in education and teachers matter to policy. Policy reflects and shapes society’s beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. If policy is a public response to perceived social problems, it matters who is at the table when the problems are defined, the agendas set, and the policy itself designed. Although teachers may be central to the implementation of education policy, they are marginal to the design of it, especially around issues of teaching and learning. In short, teachers are not at the table. This is important because the lack of teacher voice in educational policymaking disconnects the goals and design of education policy from the actual lived challenges of implementing it.
This book draws on a qualitative case study with both practicing and pre-service teachers involved in a policy advocacy professional development program. Findings from the study illustrate norms and routines (the nature of teachers’ work, hierarchy of authority and professional status) that act as barriers to teacher involvement in policy creation. The book then follows with clear examples of teacher “pushback” against these same norms and details the conditions under which teachers can interact in authentic ways with decision making structures in schools and policy. Teachers at the Table is a unique examination into these dynamics, informing the critical efforts of teacher leaders to participate in educational policy creation, and helps us to understand, and more importantly, act upon the structures around teachers to better support their involvement in policymaking – with the ultimate goal of producing better educational policy that is more relevant and responsive to the youth, educators, families, and communities it serves.
Teachers at the Table is based on the simple premise that policy matters in education and teachers matter to policy. Policy reflects and shapes society’s beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. If policy is a public response to perceived social problems, it matters who is at the table when the problems are defined, the agendas set, and the policy itself designed. Although teachers may be central to the implementation of education policy, they are marginal to the design of it, especially around issues of teaching and learning. In short, teachers are not at the table. This is important because the lack of teacher voice in educational policymaking disconnects the goals and design of education policy from the actual lived challenges of implementing it.
This book draws on a qualitative case study with both practicing and pre-service teachers involved in a policy advocacy professional development program. Findings from the study illustrate norms and routines (the nature of teachers’ work, hierarchy of authority and professional status) that act as barriers to teacher involvement in policy creation. The book then follows with clear examples of teacher “pushback” against these same norms and details the conditions under which teachers can interact in authentic ways with decision making structures in schools and policy. Teachers at the Table is a unique examination into these dynamics, informing the critical efforts of teacher leaders to participate in educational policy creation, and helps us to understand, and more importantly, act upon the structures around teachers to better support their involvement in policymaking – with the ultimate goal of producing better educational policy that is more relevant and responsive to the youth, educators, families, and communities it serves.
Annalee Good is an educational researcher with the Wisconsin Center for Education Research at the University of Wisconsin-Madison.
Acknowledgments
Section One: Setting the Table
Chapter One: The problem with teachers and educational policy
Chapter Two: Teachers in Embedded Contexts
Section Two: The Trouble with Getting to the Table
Chapter Three: The Structure of Teachers’ Work
Chapter Four: Power and Decision Making in Public Schooling
Chapter Five: Teachers’ professional status
Section Three: When Teachers Are at the Table
Chapter Six: Capacity and Will
Chapter Seven: Formal Structures
Conclusion: The Why and How of Teacher Voices at the Table
Appendix: National and state surveys of teachers
References
About the Author
| Erscheinungsdatum | 10.05.2021 |
|---|---|
| Verlagsort | Lanham, MD |
| Sprache | englisch |
| Maße | 163 x 237 mm |
| Gewicht | 426 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| Wirtschaft ► Betriebswirtschaft / Management ► Allgemeines / Lexika | |
| ISBN-10 | 1-4985-7245-6 / 1498572456 |
| ISBN-13 | 978-1-4985-7245-3 / 9781498572453 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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