This book is a collection of six case studies of teacher agency in action, centering on voices of educators who engaged in activist work throughout the history of education in the US. Through a lens of teacher agency and resistance, chapter authors explore the stories of individual educators to determine how particular historical and cultural contexts contributed to these educators’ activist efforts. By analyzing specific modes and methods of resistance found within diverse communities throughout the last century of US education, this book helps to identify and place into theoretical and historical context an underemphasized narrative of professional teacher-activists within American education.
Table of Contents
Tina Y. Gourd and Jennifer de Saxe
Part I: Teacher Agency and Resistance, Theorized
Chapter 1: Teachers, Power, and Agency
Tina Y. Gourd
Chapter 2: Resistance as a Methodology: A Counterhegemonic Movement for Praxis in Education
Jennifer de Saxe
Part II: Historical and Contemporary Case Studies of Teacher Agency and Resistance In Action
Chapter 3: "There’s A Lot To Know, And We’ll Learn It Together": Emancipatory Teaching and Learning at Harlem Preparatory School, 1967-1974
Barry M. Goldenberg
Chapter 4: The Formidable: Chinatown Enclave Educators’ Agency and Resistance
Chapter 5: Agency within Constraints: The Professional Preparation and Work of Southern Black Educators, 1945-1970
Chapter 6: Reaching Beyond the Classroom: Women Teachers in the Early 20th Century
Chapter 7: Hijacks and Hijinks on the US History Review Committee
Laura K. Muñoz and Julio Noboa
Chapter 8: Community Teaching as Agency
Compilation of Chapter Discussion Questions from Part II
Notes on Contributors
Jennifer Gale de Saxe is a lecturer in Sociology and Social Policy in the School of Social and Cultural Studies at Victoria University of Wellington, New Zealand.
Tina Y. Gourd is an instructor in the College of Education, University of Washington, USA.