From accommodation to appropriation: teaching, identity, and authorship in a tightly coupled policy context

This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning t...

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Bibliographic Details
Published in:Teachers and teaching, theory and practice theory and practice, 2015-08, Vol.21 (6), p.720-744
Main Authors: Stillman, Jamy, Anderson, Lauren
Format: Article
Language:English
Subjects:
Academic Standards
Accountability
Beliefs
California
Compliance (Legal)
Cost Effectiveness
Educational Policy
Educational Practices
Elementary School Teachers
English Instruction
High Stakes Tests
Identity
Interviews
Knowledge Base for Teaching
Language Arts
Learning
Literacy
Observation
Participant Characteristics
policy
Professional Identity
Qualitative Research
Semi Structured Interviews
Standardization
Standardized Tests
Teacher Effectiveness
teacher identity
teacher participation
Teachers
Teaching Experience
Teaching Methods
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Summary:This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning theory, the article illustrates how the teacher's sense of self - who she 'wanted to be' - informed her engagement with educational policy. Ultimately, we argue that the teacher's identity pressed her to engage in acts of appropriation and authorship vis-à-vis the policies and policy-related tools she was asked to implement. In making this argument, we theorize an agentive and dialectical relationship between teachers' identities and their participation in policy implementation.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2015.1044330