A micropolitical perspective on teachers' pedagogical reasoning and actions in the Chinese LRC context

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: International Perspectives on Comparative Education Research, History Curriculum, Artificial Intelligence, and School Infrastructure (Table 16)

Abstract

This study aims to explore teachers’ pedagogical reasoning and actions in LRC (Learning in Regular Classrooms) classrooms through a micropolitical lens, aiming to unpack the LRC teaching from a micro-power perspective. The study consists of policy analysis and ethnographic-informed research. Twelve teachers and six principals from six mainstream primary schools in China participated in this study. Semi-structured interview and observation were conducted to generate data of teachers’ pedagogical reasoning and action, and environment in which LRC was practiced in each school. This study reveals how teaching is governed by the hegemony of power/knowledge, reinforces the hegemony, and excludes students with disabilities, which will help to understand teaching towards students with disabilities in China and beyond.

Author

• Ning Ning, University of Jinan-China