A significant challenge for large-scale system-wide educational change is reconciling the importance of teacher ownership with the work of scaling up successful innovations. This article explores this dilemma in the context of a remarkable statewide transition to Activity Based Learning (ABL) in the government schools of Tamil Nadu, India. ABL, a pedagogical approach grounded in child-centered philosophies of learning, was developed by classroom teachers and educational leaders seeking to reach children disengaged from school. Advanced by reformers who respected teachers and understood the importance of teacher ownership in educational change efforts, ABL reached every primary-level government school in the state through a rapid scale-up. Drawing primarily on interviews with teachers, reform leaders, and other state-level officials, we explore the roles and forms of participation made available to teachers at different stages of the reform initiative. We also discuss how leaders built responsiveness to teacher feedback into each stage of scaling. We argue that the case of ABL in Tamil Nadu illustrates a powerful rethinking of system-level change, one that promotes teacher ownership through a movement-like approach in which leaders build egalitarian partnerships with classroom teachers and invite them into the educational change process, even through rapid and extensive scaling.

中文翻译：

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教师所有权与扩大全系统的教育变革：以印度南部的基于活动的学习为例

大规模的全系统教育变革的一个重大挑战是使教师拥有权的重要性与扩大成功创新的工作协调一致。本文在印度泰米尔纳德邦的官立学校向全州范围过渡到基于活动的学习（ABL）的显着背景下，探讨了这一难题。ABL是一种以儿童为中心的学习理念为基础的教学方法，它是由课堂老师和教育领袖开发的，旨在接触脱离学校的儿童。由尊重教师并了解教师拥有权在教育变革努力中的重要性的改革者推动，ABL通过迅速扩大规模，遍及该州的每所小学。主要利用对老师，改革领袖和其他州级官员的采访，我们探索了在改革计划的不同阶段为教师提供的参与的角色和形式。我们还将讨论领导者如何在扩展的每个阶段建立对教师反馈的响应能力。我们认为，泰米尔纳德邦的ABL案说明了对系统级变革的强烈反思，这种变革通过一种类似于运动的方法来促进教师的主人翁意识，领导者与课堂教师建立平等的伙伴关系，并邀请他们参与教育变革过程，甚至通过快速而广泛的扩展。