From objects to subjects: Repositioning teachers as policy actors doing policy work
Education policy & reform, Leadership, Policy networks, Structural inequality, Teacher perspectives, Urban education
Teaching and Teacher Education
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.
Department of Educational Psychology, Foundations, and Leadership Studies
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Ellison, Scott; Anderson, Ashlee B.; Aronson, Brittany; and Clausen, Courtney, "From objects to subjects: Repositioning teachers as policy actors doing policy work" (2018). Faculty Publications. 684.