Many teachers describe teaching as a vocation. Similar to a priest, rabbi, imam, nun or monk, a teacher may feel morally justified to break policy or go against curriculum that they feel is immoral or oppressive. The purpose of this study is to explore the ways in which teachers resist or rebel in their classrooms when the policies or curriculum go against their beliefs. Furthermore, I aim to understand the implications of their resistance or rebellion. This study’s findings are taken from observations and interviews with two elementary teachers. The results demonstrate that in order to help their students succeed, teachers may work around or silently disobey policy and curriculum. As this study highlights, the impact of resistance or rebellion is felt in different ways by schools, teachers, and students.
|Advisor:||Conn, Daniel R.|
|Commitee:||Jastrzembski, Joseph, Thorpe, Leslee J.|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 58/03M(E), Masters Abstracts International|
|Subjects:||Teacher education, Curriculum development|
|Keywords:||Curriculum, Intelligent disobedience, Pedagogy, Rebellion, Resistance, Vocation|
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