Precedence of Praxis: The English Language Arts Classroom as a Site of Teacher Resistance to Dehumanizing Education Policy

• In Event: How Do Teachers Understand Authenticity, Justice, and Praxis?

Abstract

This collaborative, advocacy-oriented qualitative research design explored the ways in which a group of urban, secondary English language arts teachers participating in a Network for School Improvement chose to avoid, negotiate, or disrupt a host of assessment and accountability pressures related to local education policy in their district. Specifically, our research team sought to understand teachers’ perspectives on, and experiences with, creating positive learning environments for racially, ethnically, and linguistically diverse classrooms in the face of curricular mandates that prioritize high stakes standardized assessments and, in effect, reduce teachers’ professional agency and autonomy over ELA curriculum.

Authors

• Emily Thurston, University of Pittsburgh
  Presenting Author

• JoeAnn H. Nguyen, University of Pittsburgh
  Presenting Author

• Tequila Butler, University of Pittsburgh
  Presenting Author

• Peter Compitello, University of Pittsburgh
  Non-Presenting Author