Seeking Truth in the Divide Between Institutional Standards for English Educators in Georgia

• In Event: Policy Analysis Across Levels and Contexts

Abstract

The researchers share findings from a critical policy analysis of documents from the National Council of Teachers of English (NCTE), the leading professional organization in this field, and the state of Georgia. In our analysis, we sought to understand the tension between standards set for training English education students and the standards those teachers would be required to use in P-12 schools. We found that the ideological beliefs and values embedded in the policies and documents from NCTE and GADOE have developed divergent sets of expectations for ELA teachers in Georgia, particularly around how teachers respond to oppression in our society; how we understand the overall purpose of ELA instruction; and the scope of responsibilities for ELA educators.

Authors

• Jennifer Ervin, University of Georgia
  Presenting Author

• Madison Gannon
  Presenting Author