Reframing Resistance as a Resource: Exploring Urban Catholic School Teachers' Responses to Technology-Oriented Systemic Reform

• In Event: Marriott Roundtable Session 50
  In Roundtable Session: Tensions and Realities in Catholic Education

Abstract

Although frequently blamed for the failure of reform initiatives in schools, teacher resistance may also be conceptualized as an epistemic resource in change efforts. Reframing teacher resistance as informative rather than problematic opens new possibilities for deeper and more effective implementation of systemic reform. Drawing from an 18 month design-based research study of support-oriented interventions for exploring new practices aimed at organizational change in K-12 schools, this paper focuses on urban, Catholic elementary school teachers’ responses to the mandated adoption of digital assessment technology. The teachers’ resistance to new tools was perceived as a barrier to overcome through professional learning, but was actually a critical source of information. Leadership implications including seeking teacher voice and learning from resistance are discussed.

Author

• Elizabeth Guneratne, Santa Clara University