Reshaping Professionalization

Gorzelsky, Gwen

doi:10.2307/358497

Cited by 2 publications

(3 citation statements)

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“…From this vantage point, authentic learning can only occur when students are empowered to use knowledge as a means to emancipatory action (Freire, 1970;Giroux, 1983;hooks, 1994;McLaren, 1998). Thus, promoting student agency means not only providing spaces for students to be heard, but also sharing power with students and developing ways for youth to use school-based knowledge as a means to influence their surroundings (Gorzelsky, 2009;Gutstein, 2007). Such a goal can only be attained when curriculum is drawn from the meaningful elements of students' lives so that learners may critically reflect on their surrounding environments and their position within society (Freire, 1974).…”

Section: Student Agencymentioning

confidence: 99%

Teacher and Student Reciprocal Agency in Odds-Beating Schools

Leo

Wilcox

Kramer

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context In the field of education, the lens of agency has provided a valuable conceptual alternative to deterministic portrayals of schools as oppressive institutions where teachers and students have little power over the conditions in which they teach and learn. A number of studies have investigated teacher and student agency, but few have explored the relationships between the two, particularly in regard to how teacher and student agency relate in high-need and high-diversity contexts with exemplary student graduation outcomes. Purpose/Focus of the Study In an effort to address the paucity of research investigating the relationships of teacher and student agency, this analysis draws on seven qualitative case studies of secondary schools achieving a trend of above-predicted (i.e., odds-beating) graduation outcomes. We pursued the overarching research question: What are the relationships between teacher and student agency in odds-beating schools? Setting The study took place in a purposeful sample of odds-beating secondary schools identified through multiple regression analyses. The sample included schools in rural, suburban, and more urban communities and were distributed across various geographic regions in the state of New York. All schools shared a pattern of above-predicted graduation outcomes, taking into account student demographic factors (percentage of students economically disadvantaged, African American/Black, Hispanic/Latinx, and English language learners). All schools met the criteria of being within the normal range for wealth ratio as well. Research Design This qualitative multiple case study focused on data generated from interviews and focus groups with 302 participants, including teachers, student support specialists, and school and district leaders, as well as field notes gathered during guided school tours, and documents. These data were analyzed using qualitative comparative analysis methods in multiple phases of deductive and inductive coding. Conclusions Study findings indicate that when teachers are offered opportunities to act as agents, they tend to offer opportunities to their students similarly. This research also suggests that affordances for teachers to assert agency can mitigate the constraining effects of state accountability system compliance-oriented practices. We conclude that teacher and student reciprocal agency merits further study and offers theoretical insights of particular import in high-needs and high-diversity school contexts.

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Section: Student Agencymentioning

confidence: 99%

Teacher and Student Reciprocal Agency in Odds-Beating Schools

Leo

Wilcox

Kramer

et al. 2020

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

show abstract

“…Beyond this assumption is one at a more basic level: that those who currently define, delineate, and possess knowledge have some natural right to do so. The benefit of engaging in a feminist critique is that it allows for the denaturalization of the aggressive, patriarchal epistemology in which the debate is occurring (Brooks, 2006; Gorzelsky, 2000). Feminism embraces the value of multiplicity and presents for consideration that validity need not necessarily translate into exclusion and dominance over authorship.…”

Section: The Body Of Knowledgementioning

confidence: 99%

“… A discussion of the locus of design knowledge is currently underway as well as a search for clear boundaries defined by a formal Body of Knowledge (BoK). Most attempts to define a BoK involve the creation of “jurisdictional boundaries of knowledge” that “allow those who possess this knowledge to claim authority over its application” (Guerin & Thompson, 2004, p. 1). This claim is attractive but such control may no longer be an option in the Internet Age, when even the call for the discussion of the BoK definition process is on the Web.…”

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confidence: 99%

The WikiID: An Alternative Approach to the Body of Knowledge

Mendoza

2009

Journal of Interior Design

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A discussion of the locus of design knowledge is currently underway as well as a search for clear boundaries defined by a formal Body of Knowledge (BoK). Most attempts to define a BoK involve the creation of “jurisdictional boundaries of knowledge” that “allow those who possess this knowledge to claim authority over its application” (Guerin & Thompson, 2004, p. 1). This claim is attractive but such control may no longer be an option in the Internet Age, when even the call for the discussion of the BoK definition process is on the Web. Marshall‐Baker (2005) argued that “the moment knowledge is bordered it is no longer knowledge” (p. xiv). Whereas data and information are easily captured and generalized, knowledge is specific to users and their evolving understandings, implying purposeful application over time. This paper explores knowledge as process transcending boundaries and seeks to answer not “where” the locus lies but rather “what” that locus could be. Using a feminist framework, I argue that in conjunction with the work done thus far we should move toward the creation of an inclusive model for the BoK. In such a model, the value of the profession is felt as a result of inclusion in and interaction with the knowledge creation process. I propose that the BoK should not be a printed document, but a Web‐based organizational system that supports change and innovation. Wikipedia provides this type of inclusive, mutable system, and the same framework could be applied to the creation of a systemic BoK. I call this creation the WikiID.

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Reshaping Professionalization

Cited by 2 publications

References 0 publications

Teacher and Student Reciprocal Agency in Odds-Beating Schools

Teacher and Student Reciprocal Agency in Odds-Beating Schools

The WikiID: An Alternative Approach to the Body of Knowledge

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