ABSTRACT

This paper examines how teachers see policy and how the visibility of various aspects of policymaking are mediated by our school contexts. As a perspective from a K-12 classroom teacher conducting policy research with other classroom teachers, this paper also explores how teachers, in turn, might make our policy work visible to ourselves and the implications for teacher agency. Teachers in the study took part in a two-year participatory action research endeavour, joining school-based policy inquiry groups where we identified policies, mapped policymaking processes, and discussed the implications of our contexts. On one hand, these engagements highlight the central role a school’s institutional narratives and professional culture play in constructing the ways we see policy. At the same time, they point to how our seeing exceeds and moves with and through such constraints. With reference to postcolonial interpretations of agency, I describe how as part of inquiry teachers constructed spaces for ambiguity and alternative accounts, and in doing so movement and difference, in policymaking.

摘要

本文探讨了教师如何看待政策，以及政策制定的各个方面的可见性如何受到学校环境的影响。作为一名 K-12 课堂教师与其他课堂教师一起进行政策研究的视角，本文还探讨了教师如何反过来让我们的政策工作对我们自己可见，以及对教师能动性的影响。研究中的教师参加了为期两年的参与式行动研究工作，加入了校本政策调查小组，我们在小组中确定了政策，制定了政策制定流程，并讨论了我们背景的影响。一方面，这些参与突出了学校的制度叙事和专业文化在构建我们看待政策的方式方面发挥的核心作用。同时，他们指出我们的视觉是如何超越这些限制并随着这些限制移动的。关于机构的后殖民解释，我描述了作为探究教师的一部分如何为模糊和替代账户构建空间，以及在决策过程中这样做的运动和差异。