Teachers under Siege: Resistance and Appropriation in English Primary Schools

Publisher Website
Google Scholar
Abstract
In the recent radical educational changes in the United Kingdom, teachers' work has become increasingly intensified. Teaching has lost status as a profession, and in some schools teachers have become isolated. Early resistance from teachers involves a reaffirmation and restatement of their educational philosophy and goals, increased collaboration, and expressions of self‐determination. In some instances, this has developed into “appropriation” of the changes through processes of recognition, identification, engagement, and making alliances. Through gaps opened up by collective resistance, some schools are generating new sources of power.

This publication has 2 references indexed in Scilit: