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Wiechmann, Juria C. "Pedagogies of Resistance." Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425660.
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Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study’s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order to help their students succeed, teachers may work around or silently disobey policy and curriculum. As this study highlights, the impact of resistance or rebellion is felt in different ways by schools, teachers, and students.
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Kanyane, C. M. B. "The politics of resistance in the implementation of integrated quality management system." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-154900.
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Sundstrom, Krystal. "Rhizomatic Resistance: Teacher Activism and the Opt-Out Movement." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24223.
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High-stakes testing has grown in scope and impact in recent years, as accountability decisions regarding funding, school sanctions, and teacher evaluations often depend on standardized test results. The shift toward more stringent and punitive testing mandates has not gone unchallenged however, as pockets of resistance have emerged among teachers, parents, and scholars, and a growing "opt-out" movement has picked up steam nationwide. Teachers in particular have played a critical role in resistance to high-stakes testing, even while adhering to these same policies in their professional roles. This study examines resistance to standardized testing via the 'opt-out' movement organizing process. I specifically look at teachers' participation in organizing and resistance, and how positions as teachers and sometimes parents influence their participation. I frame the project with a post-structuralism lens, utilizing the Deleuzoguattarian concept of the rhizome to illustrate the complex and connected nature of teachers' involvement in this social movement.
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O'Hare, B. O. "Educational innovation and resistance to change : The teacher as adult learner." Thesis, University of Ulster, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242171.
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Laight, Jean. "Resistance and resilience : exploring narratives of women teacher trade union activists." Thesis, Leeds Beckett University, 2018. http://eprints.leedsbeckett.ac.uk/5543/.
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This thesis is born out of concern that large numbers of teachers have left the profession. The work involved in teaching has become more time-consuming, and a trend of working longer hours, both at school and at home, has become an expectation. Excessive workload has, therefore, become an important issue within the profession. With so many teachers leaving the profession, particularly women - who make up over 75% of the profession- it was noted that some women teachers were not only staying in the profession but were also giving up their time and energy to take on the work of trade union activism as a form of resistance against the raft of policy changes which they believed to be the root cause for the exodus. This thesis attempts to discover why they are motivated to do so. The National Union of Teachers (NUT) was chosen as a locus for recruitment of participants, primarily because it is the only trade union which permits exclusive membership to those who have achieved, or are working towards, Qualified Teacher Status (QTS). Narrative analysis was employed as the methodology for this study, because it can be particularly efficient when dealing with disruption or change in a person's life, or group of people's lives, whilst promoting empathy. Narrative analysis, in conjunction with a life history interview approach (Smith, 2012), was used, as these can enable a transformative experience in which the narrator can feel empowered as a result of their awareness of their situation. In total, 11 women from five different NUT demarcated regions across England were interviewed, ranging from the Northern, North West, Yorkshire/Midland, South East and London Regions. The thesis was steered and driven by the voices of the women teacher activists who describe and explain why they became activists, what they do and how they do it, in order to protect their profession and their colleagues. Their thoughts, feelings and behaviour were explored throughout. A substantial theoretical framework was provided through the work of Michalinos Zembylas, focusing on emotion and affect in education, and political and social justice issues. Zembylas's work highlights issues of teacher identity, teachers' self-formation, the emotional labour of teaching, resistance and power, and also elucidates the concepts of 'emotional ecology' and 'knowledge ecology' (Zembylas, 2007). Rooted in the social theory of post-structuralism, which explores the construction of meaning, Zembylas cites the work of Michel Foucault as a significant exponent of this thinking, examining the deconstruction of discourses which concern power relationships. iv The key findings show that the relationship between teachers and the government is strained. Teacher professionalism is perceived by government as an act of resistance in itself. The rapid changes caused by the government's neo-liberal education reform agenda have created a negative effect on teachers. The emotional investment that teachers make in their work causes them to be overworked and stressed, often damaging their mental health. Some implications from the findings show that the resistance of teachers to the current reforms is what drives their activism. Trade unionism is a vehicle for transformational change. Not only is transformational change possible through discourses, it is also possible to achieve within one's own self. The deprofessionalisation of teaching is not so much about the partnership with unqualified people at classroom level, but more about the attempts made by government to professionalise other areas of the education workforce which have led to the deprofessionalisation of teaching. Blame, therefore, should be directed towards the government.
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Brown, Ciara, Natalia Ward, Eileen Galang, Betty Thomason, and Robin F. Scheil. "A Secondary Qualitative Data Analysis: Teacher Resistance to Educating English Learners." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5941.
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This study reports reanalyzed findings from three separate studies that examined the impact of professional development on teachers’ instructional change. The commonality among the studies was content area teachers’ resistance to ESL pedagogy, which inspired the current study in its undertaking and analysis of pooled data. The study aimed to more closely examine the effect of teacher resistance on reform efforts and ultimately its impact on English Learners’ (ELs) academic achievement. The reanalyzed findings show that all participants held strong feelings of resentment toward external mandates that required any change to their current teaching practices. This study determined that professional development alone cannot induce true reform for ELs in the classroom as long as teachers are reluctant to transform themselves.
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Yasar, Mustafa. "An ethnographic case study of educational drama in teacher education settings resistance, community, and power /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149082511.
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Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.
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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.The six teachers participating in this study completed questionnaires and were individually interviewed using an open-ended approach. The data were then analyzed using the Constant Comparative Method. The results showed that although the participants were using computers in their classrooms, they were not actually integrating technology as stipulated by the curriculum reforms. This was attributed to a number of factors, including personal limitations, job stability, lack of resources and funds, time, training, and curriculum issues.
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Maybaum, Lenore DeBok. "Resistance and engagement in the critical classroom: a psychoanalytic reading of critical pedagogy." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5566.
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This research takes up psychoanalysis as an analytical lens to examine participants' literacy narratives, particularly how critical discourses are engaged and resisted, in order to generate multiple and competing definitions of what it means to be critical in the composition classroom. Using autoethnography as research method, participants narrated their literacy histories by anchoring personal stories in the broader cultural and social contexts of their lives. The researcher lays out competing definitions of criticality as refracted through each participant's narrative arc, ultimately suggesting how teachers of composition might use autoethnography as a way of doing critical work.
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Moustakim, Mohamed. "Power and resistance in the classroom : teachers' and pupils' narratives on disaffection." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117485.
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This study sought to analyse critically the discourse of pupils’ disaffection captured in the views of a teacher, a Learning Mentor and a group of six pupils from key stage 4 at a secondary school in south London. The analysis examined how some pupils acquired the label ‘disaffected’ and considered the extent to which dominant curriculum ideologies and power relations between teachers and pupils contributed to pupils’ disconnection from learning. Additionally, the study examined the effectiveness of the Alternative Education project organised by the school in a bid to engage disaffected pupils in learning. The corpus of data was generated through a combination of semi-structured one to one interviews and a focus group interview. Drawing on Fairclough’s (1989, 2001, 2003) approach to Critical Discourse Analysis (CDA), excerpts from the data were chosen on the basis of their salience to the key themes of the study to describe, interpret and explain the opaque and contradictory discourse of disaffection. The teachers’ narratives largely located explanations for pupils’ disconnection from learning in pupils’ cognitive, emotional and behavioural pathologies or the influence of a moral underclass culture in their communities. The pupils’ counter-narratives suggested that their disengagement was a rational response to a perception of de-motivating curricula and disrespectful teachers, resulting in a counter school culture, where resistance accorded status among peers and compliance with teachers’ demands for conformity earned the derisory label ‘Neek’. The teacher’s narrative also revealed that curriculum overload and the preoccupation with attainment targets posed significant challenges in his attempts to engage disaffected learners. However, the success of the Alternative Education Programme highlighted the importance of flexibility and positive educator-pupil relationships in capturing and sustaining the interest of learners. It is argued that an adequate analysis of the determinants of disaffection ought to consider the impact of instrumentality in education on relationships in the situational, institutional and societal contexts of schooling. Furthermore, the significance of class, ethnicity and gender on the academic under-achievement of black working class boys, can not be overstated.
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DiReeze, Gianna. "Becoming and being a teacher, arts-based narratives of relational knowing, response-ability and resistance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0023/NQ50047.pdf.
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Rottmann, Cynthia. "Student response to equity issues in teacher education, pushing the boundaries of resistance and transformation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58892.pdf.
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Haerr, Catherine. "Teacher Narratives of Resistance: Maintaining Professional Autonomy within the (Curriculum and) Pedagogy of High-Stakes Testing." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1354218011.
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Weeda, Jocelyn R. "Cultivating the Fire With(In): Teacher's Resistance in an Age of Corporate Reform." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407193226.
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Majerus, Pamela Marie. "Teacher Perceptions of Common Core-Based Evaluations for Students With Cognitive Impairments." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1415.
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Education reform in schools has focused on inclusion of all students in general education environments and accountability measures. Students with cognitive impairments are mandated to participate in standards-based alternate assessments. Special education teachers in a school district in a southeastern state in this study have been faced with the challenge of implementing these assessments. A bounded case study design was used to examine their perceptions of the use of standards-based alternate assessments for students with cognitive impairments. Guiding research questions focused on the nature and process of implementing alternate assessments. Resistance to change was the conceptual framework. The bounded case included 3 elementary, 1 middle school, and 4 high school special education teachers who have taught students with mild to moderate cognitive disabilities in self-contained classrooms in the district. Teachers were interviewed and data were coded and analyzed for common themes. Results included implementation concerns such as time for administration, scoring issues, lack of usefulness of assessment results, inappropriate expectations for performance, and lack of validity of assessments for cognitively impaired students. Recommendations included decision makers' reconsideration of the procedures for implementation and establishing validity and usefulness of standards-based alternate assessments. Findings in this study reflected teachers' resistance to change, but were informative in providing local decision makers with an opportunity for social change that includes examination of where current policy fails to accommodate students with cognitive impairments and creation of appropriate policy and assessments that actually benefit those students.
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Ibrahim, Eronif. "A case study of Texas regional education service center multicultural/diversity trainers' perception of teacher resistance and structural barriers to multicultural education." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2489.
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Radina, Rachel. "Critical Resistance as an Act of Love: Creating Space for Education as the Practice of Freedom Within Urban Teacher Preparation." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436179173.
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Kiess, Kolter. "Rhizomatic Resistance: A Pedagogy for Social Transformation." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1248147584.
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Thesis (M.A.)--Kent State University, 2009.Title from PDF t.p. (viewed Mar. 26, 2010). Advisor: Masood Raja. Keywords: Rhizomatic; resistance; social transformation; pedagogy; radical; education; literature. Includes bibliographical references (p. 157-161).
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Overton, Deidre, and n/a. "Understanding teachers' responses to educational change in ACT high schools: developing professional voice and identity." University of Canberra. Education & Community Studies, 2004. http://erl.canberra.edu.au./public/adt-AUC20051205.130321.
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This research identifies those practices and/or conditions that facilitate (or hinder) school and/or system based innovation in ACT high schools. It examines teachers� ways of making meaning of change in their working lives. It draws on narrative inquiry and teacher in-depth interviews. The work story is used to engage teachers� individual agency as a way to conceptualise the requirements of innovation. The data is represented as teachers� narrative categorized as the Red Hots and Unfreezables. The primary themes or motifs emerging in the teachers� talk�teacher agency, resistance and leadership�provide collective insight into teachers� working lives and the capacity of schools to cope with change. Analyses of the �lived experiences� of teachers suggest that innovative practice is linked to teacher agency and the presence of professional learning communities, and that those leading change must focus on the realities of the teachers implementing change. This study also explores the culture of teacher resistance, supporting the research that school cultures are characteristically and strongly resistant to change from within the organization. As a result of this study, we have an improved understanding of the conditions that
contribute to effective school change, and the importance for teachers to conduct their own research. This study contains important recommendations for governments and education systems implementing change initiatives.
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James, Caleb Acton. "Learning to Teach Locally: A Case Study of Graduate Students' Teaching Philosophies and Classroom Practices." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1493981597133484.
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Rapley, Eve. ""Taking the path of least resistance" : a constructivist grounded theory of H.E. teacher practice enactments at a UK landbased college." Thesis, University of Bedfordshire, 2017. http://hdl.handle.net/10547/622834.
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Landbased Studies Foundation and Bachelor degrees (FD and BSc) are generally taught in specialist FE landbased colleges, with teachers typically teaching both FE (Ofqual RQF Levels 0–3) and HE (Ofqual RQF Levels 4–6). Such teachers are designated in the literature as being HE in FE (Higher Education in Further Education) or CBHE (College Based Higher Education) teachers. Using a single case study landbased college, this study adopts a qualitative, naturalistic methodology using intensive interviewing and classroom observations of six Animal, Equine and Veterinary Nursing Studies HE in FE teachers. Characterised as an under-represented group within UK education research, these teachers teach both HE and FE within a small, UK landbased college. The study examines the nature of HE teacher pedagogic practice enactments, and factors which enable and constrain them within an FE college environment. Conceived within a interpretivist socio-constructivist framework, this study is influenced by the anti-dualist social philosophy of Practice Theory (PT) whereby people, places and material objects all contribute to how practice is enacted. Rather than considering material artefacts to be merely background objects and a college being simply an inert container where teaching takes place, a sensitivity to Practice Theory considers the FE context, material aspects and teacher pedagogic practices as a whole, rather than from one or other side of the structure versus agency divide. Within this study a particular variant of Practice Theory, Practice Architectures (PA) (Kemmis and Grootenboer, 2008), has been used to sensitise the study. The study adopts a Constructivist Grounded Theory (CGT) approach as a means of exploring a neglected and under-theorised area of Post-Compulsory education. The CGT methodology influenced and guided the research design and interpretive data iv analysis. Using purposive sampling of teacher participants, theoretical sampling, and the iterative cycles of constant comparison associated with Grounded Theory (GT), the data was used to construct four key categories. From these categories three main theoretical themes were identified from the data; Surveillance and Control, Teacher Identity and Agency, and Pedagogic Risk Aversion. The interpretive analysis suggests that HE pedagogic practice enactments are influenced and constrained by the college as a site, by its management, and by the wider neoliberal landscape of surveillance and auditing, as well as by the teachers themselves, the HE students, and material, non-human physical spaces and artefacts. The resultant HE pedagogic practice enactments are risk averse, tending towards instrumentalism and teacher-centeredness. The final CGT theoretically accounts for the HE practice enactments of the HE in FE teachers at the college and is discussed in relation to HE in FE literature, and to a number of pertinent theories within and beyond education. The CGT contributes to an enhanced understanding of HE teacher pedagogic practice enactments, and has potential for generalisability beyond the specific college. The original contributions to knowledge consists of: devising a novel methodology whereby PT/PA and CGT are articulated; adding to the body of literature for HE in FE pedagogy; and adding to the pauce corpus of literature for landbased education.
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Sarsilmaz, Defne. ""I am a Teacher, a Woman's Activist, and a Mother": Political Consciousness and Embodied Resistance in Antakya's Arab Alawite Community." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3542.
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Often pointed to as the region’s model secular state, Turkey provides an instructive case study in how nationalism, in the name of conjuring ‘unity’, often produces the opposite effect. Indeed, the production of nationalism can create fractures amongst, as well as politicize, certain segments of a population, such as minority groups and women. This dissertation examines the long-term and present-day impacts on nationalist unity of a largely understudied event, the annexation of the border-city of Antakya from Syria in 1939, and its implications on the Arab Alawite population. In doing so, it deconstructs the dominant Turkish narrative on the annexation, rewrites the narrative drawing on oral history from the ground, and it shows how nation-building is a masculinist project that relies on powerfully gendered language through studying the national archives. The heart of the project, however, remains the investigation of the political, social, and religious subjectivity of Arab Alawite women, with an emphasis on resistance to the structures and practices sustained by the state and patriarchy.
The Arab Alawites, once numerically dominant in the Antakya region, are now an ethno-religious minority group within the Turkish/Sunni-dominated state structure. Although Antakya was the last territory to join Turkey in 1939, ever since that time many of its Alawites have resisted assimilation through covert, yet peaceful, methods. Through this research, I show that a multiplicity of forces have increased the politicization of the Antiochian Alawite community and broadened their demands upon the Turkish state. My research highlights Alawite women’s leadership as a key driver of this process, thanks to the large-scale out migration of Alawite men, the increased socio-economic independence of Alawite women, and the perception of more progressive gender ideals being held by the members of this Muslim sect, when compared to those of nearby Sunni Turkish women.
This dissertation relies on a postcolonial and feminist geopolitical analysis of the Turkish nationalist project to examine how the Turkish state has historically viewed Antakya and the Arab Alawites and how, in return, the experience and collective social and political memory of Alawites was formed. By utilizing innovative methodologies, this research shows how Alawite women are resisting/rewriting/reconfiguring political and social structures through everyday actions that shift the discourse on minorities and women on local and national scales.
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Shultz, Colby Rebekah. "RESISTANCE AS NEGOTIATION: STRATEGIES AND TACTICS FOR REDEFINING POWER RELATIONSHIPS IN THE COMPOSITION CLASSROOM." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1149196934.
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Aldrich, Debora Lynn Hill. "Heteroglossia and persuasive discourses for student writers and teachers: Intersections between out-of-school writing and the teaching of English." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/5405.
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Research studies have investigated issues in the teaching of writing, particularly at the elementary and university levels. Studies of out-of-school writing done by adolescents have focused on digital contexts and social media. This study examines the intersections of the out-of-school and in-school writing worlds of three high school writers: a poet, a novelist, and a contest essay writer. I use data gathered over seven years from the student writers and four of their English language arts teachers. Research questions focused on how notions of student writers and the teaching of high school English might be informed by the ways student writers described their out-of-class writing and motivation for writing, how their teachers developed and implemented their philosophies and practices in teaching writing, and how the student writers developed their internally persuasive discourses about writing. In analyzing case study data to answer these questions, I used constant comparison analysis and narrative inquiry analysis, drawing upon theories of heteroglossic discourses, figured worlds, and writing identity. My findings show that in the intersections of out-of-school and in-school writing experiences, students select some writing practices and discourses from their teachers to adopt or adapt, such as developing writing processes, participating in writing communities, and caring about writing. They complicate their definitions of writing, however, as they create figured worlds of writing in which they explore identity, navigate and negotiate complex emotions, and receive recognition. The students illustrate their dialogism with writing discourses in stories of improvisation in which they find power and enact resistance. I argue that writing teachers need encouragement, education, and agency to entertain more complex perceptions of student writers and teaching writing to support students for future personal, academic, career, and public discourse worlds.
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Weggelaar, Cristy Lauren. ""It's All Because I Like the Person That's Teaching Me": Masculinities, Engagement, and Caring Relationships in Secondary Schools." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5007.
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U.S. schools face a well-documented gender gap within some important educational and social indicators. In the United States, boys and young men are significantly more likely than girls and young women to be diagnosed with a learning disability, leave high school without a diploma, receive failing grades in core classes, and be suspended or expelled from school. This study uses an interpretive research framework to investigate the relationship between this gender gap in education and constructions of masculinity, social and cultural capital, agency, caring and resistance in secondary schools. Data collected through interviews with young men who engaged in acts of resistance against schooling yielded three major findings. First, some acts of resistance provided the participants with a means to ease the tedium and stress of academic work and enhance social capital among their male peers. Second, some acts of resistance provided participants with a means to regain personal agency when they felt either marginalized by an oppressive system or generally rejected, ignored, or alienated from the formal schooling environment. Finally, participants expressed an appreciation for authentic relationships with their teachers and stated that they were less likely to engage in acts of resistance with teachers who nurtured authentic caring relationships in the classroom.
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Gay, Ronald L. "Exploring Barriers to Implementing a School-Wide Positive Behavioral Intervention and Support Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2069.
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This study examined factors related to the implementation of a School Wide Positive Behavioral Intervention and Support (SWPBIS) program at a large middle school in the United States. Parent Teacher Student Association volunteers at the school reported that teacher fidelity to implementation of SWPBIS activities was inconsistent, threatening the SWPBIS program's effectiveness. The purpose of this study was to identify barriers that hindered teachers' fidelity in implementing SWPBIS. Teacher resistance to change, change leadership framework, and the model for effective professional development were used in this case study to explore the perceptions of 16 participants. The research questions focused on teachers', SWPBIS coaches', and administrators' perceptions and experiences with barriers to implementing SWPBIS in the third year of implementation (2013-2014). Emergent themes derived from coding participant interviews revealed 7 major barriers to teacher implementation fidelity including confusion about priorities, peer and student influences, philosophical differences, and weaknesses in leadership and professional development. The interview data were triangulated with data from archived documents to ensure the credibility of the study. A project recommendation for 6 professional development modules was made to address study findings. Positive social change implications include the efficacy of using the project study as an example for other schools to improve teacher effectiveness by responding to teacher weaknesses and facilitating improved student outcomes.
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Jensen, Filip, Daniel Åström, and Freddy Jakobsen. "Motstånd till förändring." Thesis, Mälardalens högskola, Akademin för innovation, design och teknik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24574.
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The aim of this study is to compare attitudes to change among innovation and economics students and teachers at one of the universities in Sweden.Data about students’ and teachers’ attitudes to change was gathered using a survey.Keeping in mind that knowledge can lower ones resistance this study is based on a hypothesis that individuals from the innovations program have a lower resistance to change. The study is also based on earlier research in regards to comparisons between students and teachers.The results of the study show that teachers have less resistance to change than students. Individuals in the innovation program are however less resistant to change than individuals in the economics program.One can discuss whether or not results of the study show that the hypothesis is correct.The difference between individuals in the economics- and the innovation program are statistically significant and has moderate effects in reality. The differences between teachers and students are statistically significant but only have a small effect.It is however a starting-point for future studies that will possibly explore the subject more profoundly.Målet med den studien är att jämföra attityder mot förändring hos studenter och lärare på Innovationsprogrammet och Ekonomprogrammet på en högskola i Sverige.Data om attityder mot förändring hos lärare och studenter på båda program samlades in med hjälp av en enkätstudie.Med tanken om att kunskap kan minska ens motstånd utgår studien från en hypotes om att individer inom innovationsprogrammet har lägre motstånd till förändring. Studien utgår även från tidigare studier när det gäller jämförelser mellan studenter och lärare.Resultat av studien visar att lärarna är mer benägna till förändring än studenterna. Däremot visar individerna på Innovationsprogrammet mindre motstånd till förändring än individerna på Ekonomprogrammet.Man kan diskutera om resultaten har visat att hypoteserna är rätt eller inte. Skillnaden mellan individer på Innovationsprogrammet och Ekonomprogrammet är statistiskt signifikant och har en moderat effekt i verkligheten. Skillnaden mellan studenterna och lärarna är statistiskt signifikant men har endast en liten effekt.Resultaten kan däremot vara en utgångspunkt för vidare, mer djupgående forskning.
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Paraguassú, Alita Carvalho Miranda. "O discurso da desistência do professor: estratégia de resistência e governo de si mesmo." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/6888.
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This thesis, titled, The abandonment discours of the teacher: strategy of resistance and selfgovernment aims to understand the discursive elaboration of the subject-teacher who, because of being affected by the diseases of work, chooses to give up the profession. The saying of abandonment participates in the teacher's identity constitution. We study abandonment through the discursive manifestations that materialize the desire or the need to leave the educational sphere in defense of the teacher's own body. These discursive manifestations are understood, in fact, as strategies of problematization and recreation of school practices and school space. In the recognition of oneself through the discourse, the teachers carry out practices of self-government, being possible the fight against certain forms of subjectivation. Our work is based on Discourse Analysis with Foucaultian bias. Thus, are resumed at work the foucaultian concepts that allow the reading of the participant reality of the discourse of abandonemnt. There are also reflections about doing research in school, both in relation to the instruments used, the differences between qualitative and quantitative research and the relationship between the academy and the school, or the researcher and the subject researched. For the data collect were used a questionnaire, answered by 91 teachers, field notes elaborated in the observation of 10 schools and interviews with 3 teachers, named by us as confessions; being that the interviews are considered in this work the most relevant data in terms of deepening the relationship between the subject and his discourse, between discourse and social practices. From the readings in Foucault (1990, 1993, 2007b, 2010c, 2011), confession is understood as a practice of subjectivation in which the confessor authenticates in himself the truth about himself, his emotions and his thoughts. If in the Middle Ages confession was materialized by the way of interrogation in an imperative way, in modernity the confession takes on a reflexive and paradoxical character, since it frees the subject to correlate with its truth, while imprisoning it to an identity . Far from being just the place of secret, confession is a form of social control of subjectivities, because confession provides a qualification and normalization of thoughts and desires. To confess is an act of conducting oneself in the attempt to establish a veridiction of oneself. When confessing the desire to give up, teachers walk verbally to meet their own being-teacher, reflecting on their pedagogical practices and the conjuncture surrounding the school environment, from training in undergraduate courses to the naturalness of cursing into classroom. The discourse of giving up works as a way of finding oneself in the passage between the past, the present and the future.
Esta tese, intitulada, O discurso da desistência do professor: estratégia de resistência e governo de si mesmo tem como objetivo compreender a elaboração discursiva do sujeitoprofessor que, por ser acometido pelas doenças do trabalho, opta por desistir da profissão. O dizer a desistência participa da constituição identitária do professor. Estudamos a desistência por meio das manifestações discursivas que materializam o desejo ou a necessidade de deixar a esfera educacional em defesa do próprio corpo do docente. Essas manifestações discursivas são compreendidas, de fato, como estratégias de problematização e recriação das práticas escolares e do espaço escolar. No reconhecimento de si mesmo através do discurso, os professores realizam práticas de governo de si, sendo possível a luta contra certas formas de subjetivação. Nosso trabalho é pautado pela Análise de Discurso com viés Foucaultiano.Assim, são retomados no trabalho os conceitos foucaultianos que permitiram a leitura da realidade participante do discurso da desistência. São feitas também reflexões sobre o fazer pesquisa na escola, tanto em relação aos instrumentos utilizados, às diferenças entre pesquisas qualitativas e quantitativas e à relação entre a academia e a escola, ou o pesquisador e o sujeito pesquisado. Para a coleta de dados foram utilizados um questionário, respondido por 91 professores, notas de campo elaboradas na observação de 10 escolas e entrevistas realizadas com 3 professoras, nomeadas por nós como confissões; sendo que as entrevistas são consideradas neste trabalho os dados de maior relevância em termos de aprofundamento da relação entre o sujeito e seu discurso, entre o discurso e as práticas sociais. A partir das leituras em Foucault (1990, 1993, 2007b, 2010c, 2011), a confissão é compreendida como uma prática de subjetivação em que o confitente autentica em si mesmo a verdade sobre si, sobre suas emoções e seus pensamentos. Se na Idade Média a confissão era materializada pela via do interrogatório de modo imperativo, na modernidade a confissão assume um caráter reflexivo e paradoxal, posto que libera o sujeito para correlacionar-se com a sua verdade, ao passo em que o aprisiona a uma identidade. Longe de ser apenas o lugar do segredo, a confissão é uma forma de controle social das subjetividades, pois a confissão propicia uma qualificação e normalização dos pensamentos e dos desejos. O confessar é um ato de conduzir-se na tentativa de estabelecer uma veridicção de si mesmo. Ao confessar o desejo de desistência os professores caminham verbalmente ao encontro de seu próprio serprofessor, refletindo sobre suas práticas pedagógicas e a conjuntura que envolve o ambiente escolar, desde a formação nos cursos de licenciatura à naturalidade do xingamento em sala de aula. O discurso da desistência acaba por funcionar como uma maneira de encontrar-se consigo mesmo na passagem entre o passado, o presente e o futuro.
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Silva, Odália Bispo de Souza e. "A profissionalização e a conduta ético-política do professor no Brasil: as relações saber/poder nos processos discursivos de objetivação/subjetivação e as possibilidades de resistência." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6652.
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This thesis, entitled The professionalization and teacher's ethical and policy conduct in Brazil: relations knowledge/power in discursive processes of objectification/subjectification and the possibilities of resistance, in terms of game knowledge/power and beam resulting relationships of the various crossings and historical markings constituting the materiality of the statements. The theoretical framework and the working methods are guided in tools identified in Foucault's arquegenealogia and that, in our view, allow us to reflect on the knowledge that attend on the basis of discursive mechanisms that aim and subjectify the subject/professional teacher. Concepts such as file, memory, discontinuity, enunciative regularity, knowledge, power, objectivity, subjectivity, pastoral power and toughness are essential in the treatment we give this research, the speeches that promote some kind of categorization for the teacher. Although aware that the possibilities are numerous to classify the teacher chose to systematize the data of our file into two broad categories: its ethical political conduct and its professionalism, in order to observe the interweaving of knowledge and practices that support the understanding what should it be a requirement preciput of their work activities and in different circumstances, their way of being. The problematics of these statements makes it possible to understand that, often, there is almost universal agreement that the teacher is undervalued and therefore it is necessary to leave in his defense. This results in the tendency to put as the main element in the evaluative scale the importance of the subject / professional teacher to 1. instruct young people to live in harmonious society to do everything without neglecting own principles to traditional values. 2. contribute to the development of the country through its ability to form qualified people to the labor market and thus cooperate with the growth of the nation. Both objectification possibilities teacher were observed both in the statements delivered by ordinary citizens and professionals from other areas as set out in materialized by teachers themselves. However, from the data analyzed it was also possible to establish the existence of a space of resistance which is designed here as an indication that there is a way out to the point of being denied certain forms of objectification. By subjectively, not infrequently, the teacher denies the place that takes as the good shepherd, as the example to be followed and, therefore, makes statements and adopts different postures that are beyond the expectations that exist around it, and may, even culminate in what we believe to be the peak of its ability to "jump the window", namely, the abandonment of the profession.
Esta tese, cujo título é A profissionalização e a conduta ético-política do professor no Brasil: as relações saber/poder, nos processos discursivos de objetivação/subjetivação e as possibilidades de resistência se propõe a descrever a rede de enunciados a que estão submetidos os discursos sobre o professor no Brasil, em função de jogos de saber/poder e dos feixes de relações resultantes dos atravessamentos vários e das marcações históricas que constituem a materialidade dos enunciados. A sustentação teórica bem como a metodologia de trabalho estão pautadas em ferramentas identificadas na arquegenealogia foucaultiana e que, a nosso ver, nos permitem refletir sobre os saberes que comparecem na base dos mecanismos discursivos que objetivam e subjetivam o sujeito/profissional professor. Conceitos como arquivo, memória, descontinuidade, regularidade enunciativa, saber, poder, objetivação, subjetivação, poder pastoral e resistência são fundamentais no tratamento que dispensamos, nesta pesquisa, a discursos que promovem algum tipo de categorização para o professor. Embora conscientes de que são inúmeras as possibilidades de classificar o professor, optamos por sistematizar os dados de nosso arquivo em duas grandes categorias: sua conduta ético-política e sua profissionalização, com o objetivo de observar o entrecruzamento de saberes e práticas que sustentam a compreensão do que deve se constituir como requisito precípuo de sua atividade laboral e, em circunstâncias diversas, do seu modo de ser. A problematização desses enunciados possibilita a compreensão de que, muitas vezes, há uma anuência quase generalizada de que o professor é desvalorizado e que por isso é necessário partir em sua defesa. Disso resulta na tendência de se colocar como elemento principal na escala valorativa a importância do sujeito/profissional professor ao 1. instruir os jovens para conviver em sociedade de forma harmoniosa, para tudo fazer sem desprezar princípios próprios aos valores tradicionais. 2. contribuir com o desenvolvimento da pátria por meio de sua capacidade de formar pessoas qualificadas para o mercado de trabalho e, consequentemente, cooperar com o crescimento da Nação. Ambas as possibilidades de objetivação do professor foram observadas tanto nos enunciados proferidos por cidadãos comuns e profissionais de outras áreas quanto nos enunciados materializados pelos próprios professores. Entretanto, a partir dos dados analisados foi possível constatar também a existência de um espaço de resistência o qual é concebido aqui como indício de que há uma escapatória a ponto de serem negadas certas formas de objetivação. Ao se subjetivar, não raramente, o professor contesta o lugar que o toma como o bom pastor, como o exemplo a ser seguido e, por isso mesmo, profere enunciados e adota posturas diversas que fogem às expectativas que existem em torno dele, podendo, inclusive, culminar no que acreditamos ser o ponto máximo de sua capacidade de “pular a janela”, a saber, no abandono da profissão.
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Ferreira, Waldinéia Antunes de Alcântara. "Educação escolar indígena na terra indígena Apiaká-kayabi em Juara – MT : resistências e desafios." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/87960.
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A Educação Escolar Indígena na atualidade das Comunidades Mayrob, Apiaká e Kayabi tem vivenciado uma constante ressignificação no intuito de se tornar diferenciada, específica e bilíngue. A mesma vem se constituindo num processo de negociações que ocorrem com as instituições do Estado: a Universidade do Estado de Mato Grosso (UNEMAT), na formação de professores indígenas; o Centro de Formação e Atualização dos Profissionais da Educação Básica (CEFAPRO), na formação continuada; e diálogos entre os saberes indígenas e os da academia, na perspectiva da interculturalidade crítica. Há na constituição da mesma o esforço da afirmação étnica de cada povo que ocorre pelas práticas educativas pedagógicas na valorização da cultura. Uma educação construtora de um currículo articulado à vida, à interculturalidade, à sobrevivência da memória, da cultura e da língua materna num mundo globalizado e diverso, um currículo negociado com tensões e protagonismo. Em outras palavras, uma educação própria, diferenciada, intercultural, feita pela Pedagogia Cosmo- Antropológica. Na construção dessa pedagogia, o professor/a indígena é uma liderança que tem responsabilidades definidas, dentre elas, e, talvez a maior, a de construir uma educação escolar que consiga intermediar espaços específicos da cultura étnica com a cultura não indígena. Utiliza a escola como locus de resistência pelos processos educativos culturais protagonizando o universo indígena. Nesse espaço, e junto ao movimento indígena, é que se formam os guerreiros. Assim, a escola, o movimento indígena e o contexto das salas de aula são espaços de fortalecimento e de construção da Pedagogia Cosmo-Antropológica. Para se chegar a essas considerações foi preciso analisar a especificidade da cultura indígena dos povos Munduruku, Kayabi e Apiaká, identificando as formas de resistência no processo de invasão cultural a partir de uma educação escolar Cosmo-Antropológica. O caminho delineado contou com as contribuições da pesquisa qualitativa do tipo etnográfico, com as orientações de Geertz (1989) e André (2003); a observação participante e as narrativas, para que fosse possível descrever e dialogar com significados culturais, tanto na dimensão escolar como nas interfaces da dimensão da cultura. A palavra descrição foi experienciada de forma que possibilitasse uma aproximação significativa e interpretativa da realidade, evidenciando suas contradições. Assim, a análise dialética e interpretativa, nesta abordagem de vertente antropológica e etnográfica. A pesquisa foi realizada diretamente com os professores/as indígenas (formados pela Faculdade Indígena Intercultural - UNEMAT – Campus de Barra do Bugres) de três escolas indígenas do Estado de Mato Grosso, na Terra Indígena Apiaká- Kayabi localizada no município de Juara-MT, e indiretamente com as pessoas da comunidade. E tem como objeto de estudo a educação escolar indígena. Os principais autores que auxiliaram na construção desta pesquisa foram: Kusch (1999), Dussel (1993), Paulo Freire(1996; 2005) e Viveiros de Castro (2002).The indigenous school education nowadays in Mayrob, Apiaká and Kayabi communities has been living a constant re-signification to become differentiate, specific and bilingual. It is being constituted through a process of negotiations that happens with state institutions such as: University of the State of Mato Grosso (UNEMAT) in the indigenous teachers graduation, Center of Formation and Updating of Professionals of Basic Education (CEFAPRO) in the continuous formation, and some dialogues between the indigenous knowledge and the academy knowledge in the perspective of critical interculturality. In the constitution of this process there is strength for ethnical affirmation of each people, which occurs through pedagogical education practices valuing the culture. An education that builds a curriculum articulated to life, to the interculturality, to the memory survival, to the culture and to the mother tongue in a globalized and diverse world, a curriculum built through tension and protagonism. In other words, a proper education, differentiated, intercultural, done by the Cosmo-anthropological Pedagogy. In this pedagogical construction, the indigenous teacher is a leadership that has defined responsibilities, among all of them, maybe the greatest one, that is to build a school education that searches to interlace specific spaces of ethnical culture and the non-indigenous culture. These indigenous people have the school as a locus of resistance against cultural educational process, advocating the indigenous universe. This place and together with the indigenous movement that are being formed warriors. Thus, the school, the indigenous movement and the classroom context are places of strengthen and of Cosmoanthropological Pedagogy construction. In order to achieve these considerations, was analyzed the specificity of the indigenous culture of Munduruku, Kayabi and Apiaká people, identifying the resistance forms in the process of cultural invasion since the Cosmoanthropological school education. It was of great importance the contributions of qualitative research of ethnographic kind, considering Geertz (1989) and André (2003), also the participant observation and the narratives, to be able to describe dialogues with cultural meanings, in the school dimension as in the interfaces of cultural dimension. The word description was lived in a way, which made possible a significantly and comprehensible approximation of the reality, putting in evidence its contradictions. Therefore, it was utilized in the doctoral dissertation an interpretative and dialectical analyses, based on anthropologic and ethnographic fields. The research has as investigated subjects eight indigenous teachers (graduate and undergraduate at Indigenous Intercultural College – UNEMAT – Barra do Bugres Campus) of three indigenous schools of Mato grosso in the indigenous land Apiaká- Kayabi in Juara city –MT and indirectly the people from the community, the study object was the indigenous school education. The main authors who helped to build the research were: Kusch (2000), Dussel (1993), Paulo Freire (1996; 2005) and Viveiros de Castro (2002).
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Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.
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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.
Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served.
While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.
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Ketabdar, Zohreh. "A program for reducing teacher''s resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 307 - 311, 2012. https://slub.qucosa.de/id/qucosa%3A1756.
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Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\''s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers
tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula.
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Soroko, Agata. "The Politics of Teaching Financial Literacy Education: A Case Study of Critical High School Teachers’ Beliefs and Practices in Ontario and Québec." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42779.
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Teachers’ voices have been largely excluded from the academic and political debates regarding the aims and merits of financial literacy education. Through case study research, this project examined the beliefs, practices, and lives of 10 teachers in Québec and Ontario who teach financial literacy at the intermediate and senior levels. Specifically, the teachers in this study report taking a critical approach to financial literacy education–a subject that tends to be framed in simplistic and individualistic terms as mere personal financial decision-making. In an analysis of in-depth interviews and deliberative inquiry focus groups with self-identifying critical teachers and investigation into various documentary sources, I detail the ways in some of these teachers adhere to mainstream understandings of financial literacy education while others work to reframe it towards more critical and economically just ends. This research results in the development of a framework for critical economic literacy education, documenting the intellectually demanding set of skills, knowledge, and pedagogical strategies a critical economic literacy requires of students and teachers. Findings also bring forth distinctions in teachers’ ideas about criticality, revealing that teachers navigate between common, critical, and transformative sense orientations in sophisticated ways to achieve their pedagogical aims. Last, I investigate how criticality emerges in teachers, narrating the ways in which their personal biographies, professional and political activities, and intellectual pursuits inform their critical teaching in relation to financial literacy. This case study is further contextualized by the current political moment in which escalating economic inequality and the widening racial wealth gap, the current financial crisis, impending climate disasters, and antidemocratic politics worldwide convey a sense of urgency and a timely relevance for a more critical and transformative financial literacy education.
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Klatt, Suzanne. "They're just kids: Residential educators' frustration and hope expressed as action." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1367600530.
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Pérez, Marina Daniel. "Makt i klassrummet : En maktanalys av relationen mellan lärare och elev." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11558.
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This essay is about power in the classroom. It is about the power dimension of the student-teacher relationships that arise in that space. The overall aim has been to investigate which categories are fruitful in a power analysis of these relationships. My aim has therefore been to develop power categories and to use them to identify and to categorise cases of power interaction that take place between those particular actors in that particular setting. In order to gather material for my study I have both read literature that approaches the study of the student-teacher relationships from a power perspective and done a series of observations in a high school. My theoretical frame comprises a concept of power and a series of power categories. These categories include strength, authority, inducement, coercion, violence, resistance as well as to possess power, to have power, to exert power, the scope of power and the base of power. My theoretical definition of power is that power is the capacity to accomplish things. My operational definition is that power is the capacity of either teachers or students to accomplish change in he life of other individuals. My investigation shows that these categories are useful to deal with, classify and analyse a great number of student-teacher interactions. Other conclusions that I draw in this study are for example that power displays great variation in kind and in the situations where it occurs, that some sorts of power are more common than others, and that students’ power is more fragile than teachers’.
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Cupelli, Rodrigo Launikas. "Inventar é (re) existir: a produção de sentidos na constituição de professores educadores ambientais." reponame:Repositório Institucional da FURG, 2008. http://repositorio.furg.br/handle/1/2912.
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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2008.Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-10-08T19:51:50Z No. of bitstreams: 1 Rodrigo (1).pdf: 995235 bytes, checksum: f525f6132cc45fecbe1297489d399e0f (MD5)
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Esta pesquisa apresenta os sentidos emergentes da interface entre o aprofundamento teórico do conceito de resistência e as experiências profissionais de um grupo composto por quatro professores educadores ambientais em formação permanente. Dentre os professores participantes, dois possuem formação inicial em Química, um em Biologia e o outro em Geografia, sendo que todos possuem envolvimento acadêmico direto com a Educação Ambiental. Para comunicar os resultados da pesquisa, foram produzidas quatro narrativas ficcionais, onde a teoria serviu de sustentação para a trama baseada nos (auto) relatos (orais e escritos) dos professores e na convivência do pesquisador com o grupo. A metodologia utilizada foi baseada nos discursos de pesquisa narrativa, na qual o objetivo de estudo é a experiência dos participantes e esta é estudada e comunicada também de modo narrativo. Em relação ao aprofundamento do conceito de resistência, buscou-se firmar um diálogo com a literatura, ressaltando a polissemia desse conceito. A aposta foi a de não conceber as resistências enquanto limite do/no outro, mas como movimentos relacionais de constituição dos sujeitos, movimentos estes intrínsecos aos espaços de (trans)formação. Logo, é a partir das resistências e com elas que se estabelecem diálogos problematizadores, levando em consideração os contextos dos sujeitos e suas histórias. As narrativas ficcionais explicitam, justamente, esta positividade das resistências, fazendo da ficção uma possibilidade de experimentação da realidade. As histórias resultaram de uma interpretação do pesquisador dos sentidos emergentes no contexto da pesquisa e contou com a participação direta dos professores. Quanto a estes, destacou-se a intensificação do sentido de pertencimento deles ao campo da Educação Ambiental, bem como o fortalecimento desse grupo enquanto uma comunidade. Como se deu em espaços formativos, esta pesquisa também teve um papel político na constituição do pesquisador, já que através dessa experiência pode (re)significar seu papel enquanto pesquisador e professor educador ambiental em formação. Disso resultou a proposição de que as ações de pesquisa e formação em Educação Ambiental nos espaços formais são mais intensas quando o pesquisador e/ou formador se encontra imerso no contexto, sendo parte intrínseca daquilo que deseja transformar. As narrativas ficcionais visam um leitor-professor em constituição na interface com campo da Educação Ambiental e podem ser utilizadas para promover debates em espaços formativos afins.
This research presents the emergent senses of the interface between the theoretical deepening of the concept resistance and the professional experiences gained by a group of four teachers/environmental educators in an in-service program. Two of them have graduated in Chemistry, one in Biology and one in Geography; all of them are directly involved in Environmental Education. To communicate the results of the research, four fictional narratives were produced; theory has supported the plot based on the teachers’ (self) reports (both oral and written) and on the researcher’s contact with the group. The methodology was based on the discourses of narrative research, in which the objective of the study is the participants’ experience; it is studied and also communicated through narrative. Regarding the deepening of the concept of resistance, the aim was to develop a dialogue with the literature, emphasizing the polysemy of this concept. The idea was not to conceive resistance as if it were a limit concerning the others, but as relational movements - intrinsic to spaces of (trans)formation - that constitute the subjects. Thus, problematizing dialogues are developed from and with resistance, taking into account the subjects’ contexts and stories. In fact, fictional narratives expose the positivity of the resistance, turning fiction into the possibility of experimenting reality. The stories resulted from the researcher’s interpretation of the emergent senses in the context of the research; the teachers also participated in this process. Their sense of belonging to the field of Environmental Education was intensified, as well as the strengthening of this group as a community. Since this research was carried out in spaces for teacher education, it also played a political role in the researcher’s constitution; s/he can (re)signify her/his role as a researcher and as a teacher/environmental educator through this experience. Therefore, it can be proposed that actions concerning research and education in Environmental Education in formal spaces are more intense when the researcher and/or educator is immersed in the context, being an intrinsic part of what s/he wants to change. The fictional narratives are aimed at a reader-teacher who is constituted in the interface with the field of Environmental Education and can be used to promote debates in similar education spaces.
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Owens, Darya. "Teachers' Pedagogical Resistance to Prescribed Curriculum." Thesis, Wayne State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599931.
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Research indicates that teachers feel intimidated into fully implementing prescribed literacy curriculum at the expense of their own praxis which may indeed be effective in boosting student literacy achievement. This perceived intimidation may serve to compromise students’ literacy outcomes. The objective of the study was to recognize the different forms of resistance teachers demonstrate in order to take responsibility of their own pedagogical practices as it helps develop students’ literacy skills. This paper analyzes teachers’ praxis and use of integrated methods of prescribed literacy curriculum in relation to teacher resistance. It answers four key questions: 1) What forms of resistance to the prescribed literacy curriculum do teachers at this elementary school use? 2) Why do teachers use resistance? 3) What do teachers say are the implications of their resistance? 4) What are teachers’ pedagogical choices in relation to resistance?
The study gathered qualitative and qualitative data in order to detail the frequency with which teachers favor their praxis over prescribed literacy curriculum, and to address concepts such as culturally responsive teaching and social participation. The limitations inherent in the research are the lack of diversity among the 18 respondents interviewed (all of them white female teachers from a northeastern U.S. suburban school); and the possibility that respondents might be less than candid in their responses due to concerns about anonymity.
Most of the teachers reported that they felt teachers resist prescribed literacy curriculum by developing their own pedagogical practices within their classroom in order to feel responsible for developing students’ literacy skills. At the same time, participants reported that they tended to completely follow prescribed literacy curriculum consistent with their professional development training. Teachers have strategically adjusted controlled academic environments to serve students, which implies a strategy of politicizing education within their classrooms. The long standing educational systems which were believed to promote education for the sake of preparing students for service jobs and consumerism are adjustable in classrooms where teachers promote students’ social capital instead.
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Medeiros, Rosa Maria da Silva. "O professor é um profissional? ‘Verdades’ da Grécia Clássica e de dicionários brasileiros de Língua Portuguesa." Universidade Federal da Paraíba, 2015. http://tede.biblioteca.ufpb.br:8080/handle/tede/8233.
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In this thesis, we reflect about what form of rationality we are dealing with by consulting meanings about the teacher in Brazilian dictionaries of Portuguese language. Do we come across a form of rationality that represents the teacher as a Professional or just as a performer? We aim at analyzing what identity profiles of teachers are made by Brazilian dictionary rationality of Portuguese language from 19th to 21st centuries, to the investigation of what wishes of truth about the teacher can remote to Classic Greece; and discuss effects of truth about the teacher that rule, unify and attach us to a specific identity profile and social environment. Allying a historic study about the teacher from Classic Greece philosophers’ speeches and from the analysis of a Brazilian dictionary rationality of Portuguese language, our way of interpretation is oriented by Foucauldian theories (2013, 2012, 2009, 2003, 2000, 1994); by Aranha’s academic studies (2006a, 2006b); Zeifert (2004) related to the History and Philosophy of Greek Education; by Orlandi (2002) related to Discursive Lexicography; by Tardif’s orientation (2009, 2010, 2011), Behrens (1999, 2007), Libâneo & Pimenta (1999), Nóvoa (1995, 1999), Pollak (1992) etc. Teacher’s identification, in Classic Greece, with the meritorious effect in not being Professional; and in dictionary rationality with the predominant effect of performer, signals a social memory where it prevails the teacher’s identity as being technical, performer, resigned to financial expectations and scarcely Professional. Most of the wishes of truth about teacher, built by dictionaries from 19th to 21st centuries, are governed by a technical rationality of conservative paradigm itself. Those wishes of truth meet the power of teacher’s marginalization, since by excluding him/her from the order of the profession and the Professional, the teacher’s disempowerment from the social environment is activated and put into circulation. Resisting to such will of truth demands from the Teacher the rethinking on the roles on social formation and, especially, the rethinking on themselves. The Teacher can challenge and resist the structures of domination that bind and attach to a technician identification, social and economically devalued and renegade by future generations. Whishes of thruth about the Teacher constructed in Classic Greece and in Brazilian dictionary rationality make imperative a work of the Teacher’s memory rearrangement. An investment in political terms, in coherence, unit and identity teacher’s terms for division of new identity profile of Professional Teacher’s order to occur on heterogeneous ground of memory. Resisting to reductionism of being identified as ‘the one who teaches’, assuming the identification of a certified Professional in licentiate course that enables him/her planning, teaching knowledge, giving classes, developing material and evaluating teaching/learning process in different teaching contexts and levels of education. The engagement for the identity and Professional valorization is necessary to attach Professional Teacher’s history and memory in such way that this same memory works for itself and inspires the Teacher’s collectivity and future generations
En esa tesis reflexionamos sobre qué forma de racionalidad nos deparamos, al consultáremos sentidos sobre el professor, en diccionarios brasileños de lengua portuguesa. Deparamos con una forma de racionalidad que constitui el Profesor como profesional o como sólo ejecutor? Objetivamos analizar qué perfiles identitarios del Profesor son fabricados por la racionalidad diccionarística brasileña de Lengua Portuguesa del siglo XIX al siglo XXI, para investigación de que voluntades de verdad sobre el Profesor pueden remontar a la Grecia Clásica; y discutir efectos de verdad sobre el Profesor que nos gobiernan, unifican y prenden a un determinado perfil identitario y lugar social. Aliando un estudio histórico acerca del Profesor a partir de frases de filósofos de la Grecia Clásica y de una análisis de la racionalidad diccionarística brasileña de Lengua Portuguesa, nuestro gesto de interpretación es orientado por teorizaciones foucaltianas (2013, 2012, 2009, 2003, 2000, 1994); por estudios académicos de Aranha (2006a,2006b); Zeifer (2004) relativos a la Historia y Filosofía de la Educación Griega; de Orlandi (2002) relativos a la Lexicografía discursiva; en las orientaciones de Tardif (2002, 2010), Behrens (1999, 2007), Libâneo & Pimenta (1999), Nóvoa (1995, 1999), Pollak (1992) etc. La identificación del Profesor, en la Grecia Clásica, con efecto meritorio en no ser Profesional; y, en la racionalidad diccionarística, con efecto predominante de ejecutor, señaliza una memoria social en que prevalece la identidad del Profesor como siendo técnica, ejecutora, resignada de anhelos financieros y escasamente Profesional. La mayoría de las voluntades de verdades sobre el Profesor, construidas por diccionarios del siglo XIX al siglo XXI, es gobernada por una racionalidad técnica propria del paradigma conservador. Esas voluntades de verdad atienden al poder de marginación del Profesor, pues, al excluirle de la orden de la Profesión y del Profesional, es activado y colocado en circulación el desempoderamiento de él en lo medio social. Resistir a esa voluntad de verdad exige del Profesor el repensar sobre sí mismo. El Profesor no está preso a una identidad. Él puede desafiar y resistir a las estructuras de dominación que prenden y lo atan a una identificación técnica, desvalorizada socioeconómicamente y renegada por generaciones futuras. Voluntades de verdad sobre el Profesor construidas, en la Grecia Clásica y en la racionalidad diccionarística brasileña, tornan imperativo un trabajo de reordenación de la memoria del Profesor. Un embestimiento en termos políticos, en termos de coherencia, unidad y identidad del Profesor para que ocurran, sobre un fondo heterogéneo de memoria, las cisiones de nuevos perfiles identitarios de la orden del Profesor Profesional. Resistir al reduccionismo de ser identificado como ‘aquel que enseña’, asumiendo la identificación de un Profesional diplomado en curso de licenciatura que lo habilita al planeamiento, a la didactización de saberes, a la ministración de clases, a la elaboración de material y a la evaluación del proceso de enseñanza-aprendizaje en diversos contextos de enseñanza y niveles de escolaridad. El compromiso en la valorización identitaria y Profesional se hace necesario para atar la historia y memoria del Profesor Profesional de tal modo que esa misma memoria pase a trabajar por sí solo y a inspirar la colectividad del Profesor y las generaciones futuras.
Nessa tese refletimos sobre que forma de racionalidade nos deparamos, ao consultarmos sentidos sobre o Professor, em dicionários brasileiros de língua portuguesa. Deparamo-nos com uma forma de racionalidade que constitui o Professor como Profissional ou como apenas executor? Objetivamos analisar que perfis identitários de Professor são fabricados pela racionalidade dicionarística brasileira de Língua Portuguesa do séc. XIX ao XXI, para investigação de que vontades de verdade sobre Professor podem remontar à Grécia clássica; e discutir efeitos de verdade sobre o Professor que nos governam, unificam e prendem a determinado perfil identitário e lugar social. Aliando um estudo histórico acerca do Professor a partir de dizeres de filósofos da Grécia Clássica e de uma análise da racionalidade dicionarística brasileira de Língua Portuguesa, nosso gesto de interpretação é orientado por teorizações foucaultianas (2013, 2012, 2009, 2003, 2000, 1994); por estudos acadêmicos de Aranha (2006a, 2006b); Zeifert (2004) relativos à História e Filosofia da Educação Grega; de Orlandi (2002) relativos à Lexicografia discursiva; nas orientações de Tardif (2002, 2010), Behrens (1999, 2007), Libâneo & Pimenta (1999), Nóvoa (1995, 1999), Pollak (1992) etc. A identificação do Professor, na Grécia Clássica, com um efeito meritório em não ser Profissional; e, na racionalidade dicionarística, com um efeito predominante de executor, sinaliza uma memória social em que prevalece a identidade do Professor como sendo técnica, executora, resignada de anseios financeiros e escassamente Profissional. A maioria das vontades de verdade sobre o Professor, construídas por dicionários do séc. XIX ao XXI, é governada por uma racionalidade técnica própria do paradigma conservador. Essas vontades de verdade atendem ao poder de marginalização do Professor, pois, ao excluí-lo da ordem da Profissão e do Profissional, é ativado e colocado em circulação o desempoderamento dele no meio social. Resistir a essa vontade de verdade exige do Professor o repensar de papéis na formação social e, sobretudo, o repensar sobre si mesmo. O Professor não está preso a uma identidade. Ele pode desafiar e resistir às estruturas de dominação que prendem e atam-no a uma identificação técnica, desvalorizada sócio-economicamente e renegada por gerações futuras. Vontades de verdade sobre o Professor construídas, na Grécia Clássica e na racionalidade dicionarística brasileira, tornam imperativo um trabalho de rearrumação da memória do Professor. Um investimento em termos políticos, em termos de coerência, unidade e identidade do Professor para que ocorram, sobre um fundo heterogêneo de memória, as cisões de novos perfis identitários da ordem do Professor Profissional. Resistir ao reducionismo de ser identificado como ‘aquele que ensina’, assumindo a identificação de um Profissional diplomado em curso de licenciatura que o habilita ao planejamento, à didatização de saberes, à ministração de aulas, à elaboração de material e à avaliação do processo de ensino-aprendizagem em diversos contextos de ensino e níveis de escolaridade. O engajamento na valorização identitária e Profissional se faz necessário para atar a história e memória do Professor Profissional de tal modo que essa mesma memória passe a trabalhar por si só e a inspirar a coletividade do Professor e as gerações futuras.
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Steinhoff, George. "Examining and addressing resistance to change in an elementary school." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 232 p, 2008. http://proquest.umi.com/pqdweb?did=1456290041&sid=7&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Fisher, James, and University of Lethbridge Faculty of Education. "D.A.R.E. (Drug abuse resistance education) : perceptions of teachers, principals, and school resource officers." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2002, 2002. http://hdl.handle.net/10133/179.
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This study employs interviews to measure the perceptions of sixteen teachers, nine school principals, and seven School Resource Officers on the Drug Abuse Resistance Education (DARE) program, offered to grade six students in one small (population approximately 70,000) city in western Canada. Perceptions in three areas are examined: curricular content, program delivery, and efficacy. Subjects overwhelming viewed the curricular content favourably. Similarly, there was strong agreement that the program was well delivered. The efficacy of the program was judged less positively; however, this did not mitigate the subjects' strong desire to continue implementation of the program. These results are consistent with the research literature on DARE which documents the popularity of the program, but acknowledges that it appears to have limited effects upon reducing student drug use. The results of this study are used to examine five options for delivering an in-school program for preventing or reducing drug abuse and violence among students. The options explored range from retaining the DARE program in its current form, to eliminating it, reforming it, implementing an alternative program, or designing an entirely new drug and violence prevention program. The conclusion drawn is that the DARE program should be withdrawn and replaced with an entirely new drug and violence prevention program and curriculum specific to community realities and needs.vii, 109 leaves ; 28 cm.
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Downey-Skochdopole, Laura. "Teachers in an online Earth Systems Science course : mediating tensions of resistance and reproduction /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.
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Lusher, Katelyn J. "Recognizing Student Emotion: Resistance and Pathos in the Composition Classroom." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492017509722133.
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Zisook, Karla J. "Professional Development, Writer's Workshop and Identity: A Case Study of Women Elementary School Teachers Using Writing as Resistance." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/84.
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The purpose of this qualitative case study was to uncover the ways that women elementary school teachers negotiate their identities within the context of writer’s workshop by exploring issues of gender, literacy, and identity. The two central participants were women elementary school teachers who were involved at their Professional Development School with university partnership and were learning how to implement a writer’s workshop instructional model. This study considers how the participants’ involvement in professional development with a university faculty member shaped their identities as women and professionals. The theoretical framework is critical theory and identity theory in which literacy and identity are deeply connected (Moje & Luke, 2009). Furthermore, this study is situated in the literature exploring teachers’ roles and identities historically in order to position them today (Carter, 2002; Hoffman, 2003; Biklen, 1995). The questions this study will explore include: (a) How have the participants’ identities been affected by their involvement in the Corey Richardson Writing Collaborative? (b) How does gender mediate their professional identities? This case study used in depth interviews, document analysis, and observations to generate detailed data. Themes that were prominent in the data were gender and teaching, dealing with mandates, issues of expertise, caring, and writing as resistance. The conclusions of this study reveal that the within the context of caring professional development, teachers were able to take up writer’s workshop as a means of resisting a system that was often frustrating and oppressive. They negotiated their gendered roles as teachers in complex ways and used literacy as a way to reclaim their own power.
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Slinn, Hazel Ann. "The development and performance of professional identity within a resistance culture: Kosovo-Albanian teachers' stories from the conflict years." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488574.
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This study explores how teachers create and perform their professional identities within a resistance culture. It is set in Kosovo and covers the period from 1974 when the province was granted autonomy within the Federal Republic of Yugoslavia, through to the present day, when Independence has recently been declared. It presents the experiences of a small selection of Kosovo-Albanian teachers who were part of a widespread civil resistance, taking the view that a group's collective history is created by bringing together individual experiences. This study interprets some of these experiences.
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Harness, Oliver. "Change and power in the profession : a study of the lived experiences of teachers' opposition and resistance witin a neoliberal hegemony." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/31658/.
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Schools in England have undergone huge change since neoliberal ideologies introduced notions of choice and competition. This study seeks to understand how teachers rationalised their roles alongside the demands of performativity associated with managerialisation and marketisation. As such, this research explores the lived experiences of teachers within a neoliberal hegemony. Methodologically, I used a social constructionist paradigm and an interpretative phenomenological analysis after Smith, Flowers and Larkin (2009). I conducted six in-depth semi-structured interviews with teachers in primary, middle and secondary school settings. My interpretative phenomenological analysis used Wenger’s (1989) concept of a community of practice as well as concepts from social theorists such as Habermas (1979, 1996), Giddens (1986, 1991) and Bourdieu (1984, 1994) to frame my thinking. The research found that the changes being experienced by teachers are not aligned with their understandings and beliefs concerning education, either for themselves as a professional body or for the pupils in their care. As such, the teachers express notions such as the suppression of their voice and the oppression of their autonomy. Furthermore, teachers’ descriptions include philosophical and practical resistance to change. The descriptions of change and resistance show alignment towards notions of welfare education not neoliberal managerialisation and marketisation. The nature of the new knowledge concerns changed forms of organisational experiences, from changed forms of organisational communication to changed forms of learning. It is this change, brought about by managerialisation and marketisation, that the teachers describe as resisting, both philosophically and practically. As such the participants describe a clash of lifeworlds and a clash of doxa, such that they experience ontological insecurity. Furthermore the managerialisation and marketisation of schools is at odds with Wenger’s (1989) notion of a community of practice and as such, is degrading organisational learning and practice.
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Brewer, Helene. "In search of a transformative pedagogy – a study of experiences and consequences amongst teachers facing resistance to workplace based gender training." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28650.
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Syftet med denna masteruppsats är att söka en transformerande pedagogisk praktik omjämställdhet och jämställdhetsintegrering. Det är en studie av några pedagogersupplevelser och konsekvenser av motstånd i arbetsplatsbaserad undervisning omjämställdhet och jämställdhetsintegrering.Den svenska retoriken kring jämställdhet bidrar till att det inte talas om det motståndsom pedagoger möter, ett motstånd emot jämställdhet och jämställdhetsintegrering. Trefokusgrupper med totalt tretton deltagare har träffats runtom i Sverige och samtalat omundervisning och transformativ pedagogik utifrån frågeställningar kopplade till maktoch motstånd. Innehållsanalys har använts, framförallt med hjälp av Paulo Freiresbegrepp conscientização och Sara Ahmeds begrepp snap. Resultaten har relaterats tillMalin Rönnbloms dekonstruktion av svensk jämställdhetspolitik och rådandekunskapsdiskurs.De viktigaste resultaten handlar om att pedagogerna möter motstånd oavsett vilkenfråga som lärandet handlar om inom jämställdhet. Motståndet leder till känslor av blandannat trötthet, ledsamhet och ilska. Effekter av motstånd på undervisningen är blandannat att ämnet adresseras på ett avdramatiserande sätt för att förekomma motståndet.Resultaten synliggör ett behov av att använda den praktik och de erfarenheter somfinns i större utsträckning än vad som görs idag. Studien bidrar till en ökad förståelseför vilka konsekvenser motstånd får i arbetsplatsbaserad vuxenundervisning omjämställdhet.
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Eayrs, Ansel. "The effect of cognitive bias video instruction on high school biology student acceptance of evolution: Implications for teachers and educational leaders." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/63.
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Cognitive biases have long been studied for their effects on an individual's decision-making. This study is the first of its kind to link these preferential thinking patterns to high school biology students' acceptance of evolution. At five urban high schools, 164 high school biology students were surveyed using a new instrument called the Cognitive Bias Assessment For Science Students – Evolution. The CBASS-E assesses both the level of non-acceptance of evolution, as well as how intensely participants demonstrate four specific cognitive biases. The four biases measured on the CBASS-E are anchoring, bandwagon effect, confirmation bias, and wishful thinking. This study showed that confirmation bias closely relates to a student's view of evolution. As part of this research, students were shown a video designed to teach high school students about cognitive bias and its effect on science learning. Results indicated that both cognitive bias and views on evolution are persistent, as student responses did not significantly change after watching the video. Included in this research are implications for teachers and administrators, as well as suggestions for further areas of study.
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Clark, Judith. "To Hell in a Handcart Educational realities, teachers' work and neo-liberal restructuring in NSW TAFE." University of Sydney. Education, 2003. http://hdl.handle.net/2123/590.
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This thesis examines the impact of neo-liberal economic restructuring on teachers, specifically teachers in technical and further education. Historically, there has been limited research undertaken on teachers as workers, and even less on TAFE teachers. During the period covered by the study, TAFE was buffeted by the massive changes, social, political, cultural and economic, that were occurring on a global scale. As a result, TAFE has been a system in crisis. The consequences are addressed by an empirical study that examines NSW TAFE teachers' experience of the great changes that have occurred to their work since the late 1980s. Forty-one teachers were interviewed in tape recorded sessions lasting around one hour each. The respondents were drawn from twenty-seven teaching sections across all the major industry areas represented in TAFE. Twenty of the teachers were from metropolitan locations, twenty-one were regional. Nine managers were also interviewed, from Head of Studies to senior management levels, covering those with local as well as state-wide responsibilities. The changes to TAFE have been driven by a pervasive neo-liberal ideology adopted by both major parties in Australia. This study documents the experience of TAFE teachers as that ideology led to a corporatised vocational education and training system strongly oriented to the market. It also records their responses to the narrowing of curriculum that resulted from the "industry-driven" vocational education and training policies of governments. The study gives voice to their grief, frustration and anger as their working conditions deteriorated and their commitment to quality education was undermined. The study documents the teachers' resistance to the processes of organisational fragmentation, the increasing incidence of cost-driven, rather than educational, decision-making, and the commodification of curriculum driven by a series of policy decisions taken at both national and state level. The study compares these experiences with those of the TAFE managers, whose response to the crisis, while differing from that of the teachers, supports the teachers' commitment to public education as a social good. The study concludes that the NSW TAFE teachers' resistance has continued to act as a brake on the excesses of neo-liberalism. Some possibilities for an alternative vision of technical and further education thus remain.
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Ketabdar, Zohreh. "A program for reducing teacher's resistance to changes in curriculum in centralized education systems. An experience on changes of mathematics text books in Iran based on distinction results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80350.
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Curricula in concentrated educational systems are prepared from an upper-stream reference and hand over teachers’ disposal. Curricula in Iran are compiled in the so-called math curriculum development office and then put at the disposal of teachers. The researches in this regard show that such plans provide some resistance against executing it which are named teacher - proof programs, even it changed to some extent for accept ion, its execution is suspeciable. This research first explains how math books of middle grade were changed as a result of investigations on TIMSS result in year 1995. These investigation show Iranian Books are weakness in problem solving methods as Polya had said. And so curricula developers in Iran tried to integrate Polya\\\'s method in math books and changed curricula based these frame work. Then, it shows how teachers treated these changes. The finding of analyzing the data has been collected in this research through observations and interviews. It is intended that teachers resist against these changes. Finally according to this research, we suggest a model which we refer if it is used through concentrated educational system, we could expect teachers
tolerance against the changes would be decreased and so compiled curricula further matched to executed curricula.
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Rebecca, Sjösvärd. "Barns reaktioner mot avbrott - Om maktrelationer i förskolan." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31232.
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Studiens syfte är att undersöka olika typer av avbrott i förskolans verksamhet, hur barn reagerar på dessa och vilka maktrelationer som kan skapas i dessa situationer. Barnen i förskolan blir ofta avbrutna i sin lek eller aktiviteter som de håller på med och utifrån ett maktperspektiv har jag undersökt dessa avbrott och barns reaktioner på dessa. För att kunna undersöka detta har jag gjort en kvantitativ studie i form av observationer på en förskola. För att analysera materialet använde jag mig av Michael Foucaults teorier kring makt och tidigare forskning om bland annat makt och motstånd.I min studie har jag sett att barns reaktioner varierar. Ibland följer barnen de förväntningar som pedagogerna har vid ett avbrott och ibland motsätter sig barnen och visar att de har en annan åsikt än pedagogen om vad som ska ske. Motstånden kan vara tydliga och verbala men de kan även vara tysta och lätt missuppfattas som något annat än motstånd. Jag har även sett att vissa barn följer de regler som gäller och styr varandra till att göra det som anses vara rätt.