Teachers' Everyday Resistance and Its Responses

Wang Mingshuai; Zhao Chan

doi:10.16382/j.cnki.1000-5560.2019.06.011

Volume 37 Issue 6

Dec. 2019

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2019 > 37(6): 123-130

Wang Mingshuai, Zhao Chan. Teachers' Everyday Resistance and Its Responses[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 123-130. doi: 10.16382/j.cnki.1000-5560.2019.06.011

Citation:

Wang Mingshuai, Zhao Chan. Teachers' Everyday Resistance and Its Responses[J]. Journal of East China Normal University (Educational Sciences), 2019, 37(6): 123-130. doi: 10.16382/j.cnki.1000-5560.2019.06.011

Citation:

PDF( 655 KB)

Teachers' Everyday Resistance and Its Responses

doi: 10.16382/j.cnki.1000-5560.2019.06.011

Institute of Teacher Education, Ningbo University, Ningbo 315211, Zhejiang, China

Publish Date: 2019-11-20

Abstract

Abstract

Teachers' resistance is an important research topic of education (curriculum) reform. Based on Scott's theory of everyday resistance, this study adopts the interview method of qualitative research and analyzes the everyday resistance of teachers. Research shows that, teachers carry out everyday resistance, aiming to "reduce or reject requests from the top", and develop various strategies based on the principle of "safety first". Considering the key role that teachers play in education (curriculum) reform, and that everyday resistance can cause lasting harm, this study proposes the following responses:expanding teachers' channels of expressing their demands and safeguarding teachers legitimate interests; recognizing the constructiveness of teachers' everyday resistance; following the logic of teacher change and adopting effective coping strategies.
- teacher,
- everyday resistance,
- Scott

FullText(HTML)

References(28)

References

[1]	操太圣, 卢乃桂. (2003).抗拒与合作:课程改革情境下的教师改变.课程·教材·教法, (1), 71-75. http://d.old.wanfangdata.com.cn/Periodical/hsjyxyxb201905006
[2]	Fullan, M. & Hargreaves, A. (1999). 学校与改革: 人本主义的倾向(黄锦樟, 叶建源译).香港: 香港教育图书公司.
[3]	高晓文, 于伟. (2018).弱者的武器:教师的日常抗争策略研究.教师教育研究, (30), 3, 73-78. http://www.cnki.com.cn/Article/CJFDTotal-GDSZ201803012.htm
[4]	高振宇. (2011).行动研究与课程改革——加拿大阿尔伯塔大学泰瑞斯·卡森教授访谈录.全球教育展望, (6), 3-8. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=qqjyzw201106001
[5]	郭于华.(2002). "弱者的武器"与"隐藏的文本"——研究农民反抗的底层视角.读书, (7), 11-18. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=dushu200207002
[6]	胡惠闵. (2005).校本管理.成都:四川教育出版社.
[7]	联合国教科文组织. (1996). 教育——财富蕴藏其中(联合国教科文组织总部中文科译).北京: 教育科学出版社.
[8]	孙元涛, 许建美. (2009). "教师抵制变革"的多维分析.教育发展研究, (15-16), 12-15. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=jyfzyj200915004
[9]	吴康宁. (2015).教育改革的"中国问题".南京:南京师范大学出版社.
[10]	杨帆, 陈向明. (2011).办公室对话与教师的专业实践.上海教育科研, (3), 4-8. doi: 10.3969/j.issn.1007-2020.2011.03.002
[11]	杨明全. (2003).革新的课程实践——教师参与课程变革的研究.上海:上海科技教育出版社.
[12]	尹弘飚, 李子健. (2007).论课程改革中的教师改变.教育研究, (3), 23-29. http://d.old.wanfangdata.com.cn/Periodical/zxqykj201413070
[13]	斯科特. (2011). 弱者的武器(郑广怀, 等译).南京: 译林出版社.
[14]	折晓叶. (2008).合作与非对抗性抵制——弱者"韧武器".社会学研究, (3), 1-28. http://www.wanfangdata.com.cn/details/detail.do?_type=perio&id=shxyj200803001
[15]	郑杰. (2011).学校的秘密.北京:教育科学出版社.
[16]	Choi, T.-H. (2017). Hidden transcripts of teacher resistance: A case from South Korea. Journal of Education Policy, (32), 4, 480-502. http://cn.bing.com/academic/profile?id=d3f863b348aa564489fce7c03a3f43fc&encoded=0&v=paper_preview&mkt=zh-cn
[17]	Darling-Hammond, L.&.Braatz-Snowden, J.(2005).A good teacher in every classroom: preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111-132. http://cn.bing.com/academic/profile?id=0407927a7b1d39c4f1e87fb6d1df368a&encoded=0&v=paper_preview&mkt=zh-cn
[18]	Fullan, M. & Hargreaves, A.(1992). Teacher development and educational change. In M. Fullan & A. Hargreaves(eds.).Teacher development and educational change. London: The Falmer Press.
[19]	Jackson, P. W. (1992). Handbook of research on curriculum. New York: Macmillan Publishing Company.
[20]	Janas, M.(1998).Shhhhh, the dragon is asleep and its name is resistance. Journal of Staff Development, 19(1), 119-124. http://cn.bing.com/academic/profile?id=1ec178c0bdbc2027ca45f92c6b2c3005&encoded=0&v=paper_preview&mkt=zh-cn
[21]	Johansson, A., & S. Vinthagen. (2016). Dimensions of everyday resistance: an analytical framework. Critical Sociology, 42 (3), 417-435. doi: 10.1177/0896920514524604
[22]	Richardson, V.(1998). How teachers change: what will lead to change that most benefit student learning. Focus on Basics, 2(C), 7-11.
[23]	Rodriguez, A. J. (2005). Teachers' resistance to ideological and pedagogical change: definitions, theoretical framework, and significance. In A. J. Rodriguez & R. S. Kitchen (Eds.), Preparing mathematics and science teachers for diverse classrooms: promising strategies for transformative pedagogy. NJ: Laurence Erlbaum Associates.
[24]	Saban, A., Kocbeker, B. N., & Saban, A. (2007). Prospective teachers' conceptions of teaching and learning revealed through metaphor analysis. Learning and Instruction, 17(2), 123-139. doi: 10.1016/j.learninstruc.2007.01.003
[25]	Scott, J. (1985). Weapons of the weak: everyday forms of peasant resistance. New Haven, CT: Yale University Press.
[26]	Scott, J.(1976).The moral economy of the peasant: rebellion and subsistence in Southeast Asia. New Haven and London: Yale University Press.
[27]	Vinthagen, S. & Johansson, A. (2013). "Everyday resistance": exploration of a concept and its theories. Resistance Studies Magazine, 1, 1-46. http://d.old.wanfangdata.com.cn/Periodical/gdsfjyyj201102006
[28]	Webb, P.T. (2006).The choreography of accountability. Journal of Education Policy, 21(2), 201-214. doi: 10.1080/02680930500500450