The education influencer: A new player in the educator professional landscape

Carpenter, Jeffrey P.; Shelton, Catharyn; Schroeder, Stephanie

doi:10.1080/15391523.2022.2030267

Cited by 48 publications

(41 citation statements)

References 74 publications

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“…Researchers have also illustrated the importance of sustained engagement in justice-oriented PL (Fernández, 2019 ; Martinez, 2017 ; Navarro, 2018 ), such as multi-year public pedagogy groups (e.g., Kohli et al, 2018 ). However, such groups often require a substantial commitment to an externally mandated schedule, whereas PL via Instagram features low barriers to entry, varied levels of potential involvement, and possibilities for anonymity, which may support continued engagement (Carpenter et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The present study focuses on one aspect of educator social media: the content shared by education influencers (Carpenter et al, 2022 ). Influencers’ popularity, and in turn their power, may lie in part in the reality that “Institutional experts haven’t adapted to today’s media ecosystem, [so] other commentators are filling the gap” (DiResta, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In this study, we examine content shared by popular justice-oriented education influencers— individuals who have achieved micro-celebrity status that they use to promote education practices, philosophies, products, and services (Carpenter et al, 2022 ; Marcelo & Marcelo, 2021 ; Shelton et al, 2020 ). The study builds on Shelton et al ( 2020 ), which showed that some Instagram education influencers, the majority of whom presented systematically excluded identities, advanced justice-oriented professional learning for educator followers.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

et al. 2022

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Social media offers potential for educator professional learning, but platforms’ for-profit nature complicates this practice, especially for professional learning around justice-oriented pedagogies. This exploratory study investigated 551 publicly available Instagram posts shared by 11 purposefully sampled, justice-oriented education influencers over an 8-week period as the COVID-19 pandemic and renewed activism for racial justice unfolded in the United States. Qualitative analysis of post content indicated these influencers offered pandemic-related support, while also illustrating, enacting, and engaging culturally relevant and sustaining pedagogies. However, promotional content was abundantly layered within posts and a cohesive message of how to enact culturally sustaining pedagogies was largely absent. Reflecting some of the paradoxes of learning via social media, our findings suggest there is some opportunity for justice-oriented professional learning from social media, however education influencers’ content is limited by platforms’ opaque algorithms and for-profit business models, which govern what influencers post and what followers see.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

et al. 2022

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“…Combined with the potential for a fragmented and incoherent curriculum from the use of a hodgepodge of resources rather than a textbook (Greene, 2016), Gustafson (2019) warns that curriculum created through the TOMI may result in curricular inequities. Researchers also raise alarm around Instagram, a site that can be dominated by marketing appeals (Carpenter et al, 2022; Shelton et al, 2020) and the emerging education influencers on the site who position themselves as expert teachers (Carpenter et al, 2019). These expert teachers and their constant call for other teachers to consume (Shelton et al, 2020) may have negative implications for audiences who can struggle with either feeling “good enough” (Pittard, 2017) or maintaining separation between their personal and professional lives (Carpenter et al, 2019; Fox & Bird, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Researchers also raise alarm around Instagram, a site that can be dominated by marketing appeals (Carpenter et al, 2022; and the emerging education influencers on the site who position themselves as expert teachers (Carpenter et al, 2019). These expert teachers and their constant call for other teachers to consume may have negative implications for audiences who can struggle with either feeling "good enough" (Pittard, 2017) or maintaining separation between their personal and professional lives (Carpenter et al, 2019;Fox & Bird, 2017).…”

Section: Criticism Of the Tomimentioning

confidence: 99%

Critiquing, Curating, and Adapting: Cultivating 21st-Century Critical Curriculum Literacy With Teacher Candidates

Schroeder

Curcio

2022

Journal of Teacher Education

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Teachers commonly use sites such as Pinterest, TeachersPayTeachers.com, and Instagram to support their lesson planning. Developing a critical lens toward the use of these sites in teacher education is imperative, yet little research has been published outlining how this might be done. This study investigates how 44 teacher candidates (TCs) across two methods courses altered their thinking about the use of sites such as Pinterest, TeachersPayTeachers.com, and Instagram after experiencing explicit instruction and practice in 21st-century critical curriculum literacy. Findings indicate that TCs developed a more critical lens toward these sites, yet the inclusion of critical pedagogical content knowledge within 21st-century critical curriculum literacy is essential to develop a critical lens toward specific resources. Implications include how teacher educators might continue to develop 21st-century critical curriculum literacy in TCs and directions for future research.

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Consumerist discourses on social media and language teacher educator identity tensions

Song,

Nejadghanbar

2024

TESOL Journal

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This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching (ELT) context over three years. The data consist of extensive email discussions and four online meetings between the authors over one year. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity. The findings underscore the need for professional development programs that support LTEs in navigating the pressures of self‐branding while maintaining their professionalism. Additionally, the study calls for further research into the long‐term effects of social media on professional identity and well‐being across diverse cultural and institutional contexts.

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The education influencer: A new player in the educator professional landscape

Cited by 48 publications

References 74 publications

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

Instagramming for Justice: The Potentials and Pitfalls of Culturally Relevant Professional Learning on Instagram

Critiquing, Curating, and Adapting: Cultivating 21st-Century Critical Curriculum Literacy With Teacher Candidates

Consumerist discourses on social media and language teacher educator identity tensions

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