Doin' It for the 'Gram? Pedagogy, Performativity, Profitability, and Pushback Within the Realm of Teachergram

• In Event: Teacher Knowledge and Workplace Learning

Abstract

More educators are using social media to communicate with other educators, find professional development, and seek curricular resources. This study takes a look into the posts of ten influential Instagram teachers, or teachergrammers, to better understand their discourses and how they disrupt or reify discourses of schooling and teaching. Through qualitative analysis, findings suggest that teachergrammers often relied on credibility to engage in such forms of monetization and advertisements were often reliant on racial, gendered, cultural and/or discursive models of both students and teachers. While some wrestled with performative aspects of teachergram, overall, these teachergrammers’ visual and textual posts were a convergence of complex and multiple discourses, which showcase curriculum, racialized and/or gendered identities, and neoliberal production

Authors

• Summer Davis, Western Michigan University

• Joanne Yi, Indiana University