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Politics of hybridity: Teaching for social justice in an era of standards-based reform
ARTICLE

TATE Volume 81, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This narrative inquiry examines, through a theoretical framework informed by Bhabha, experiences of two graduates of a social justice-oriented preservice program in the U.S. in an era of standards-based reform. This article demonstrates that schools are sites shaped and constrained by various competing discourses, which delineate meanings of education in drastically different ways. The participants encounter conflicting demands and desires. Negotiating among what seems incommensurable is an important part of their teaching. The participants deploy the politics of hybridity as a creative tactic for their daily negotiations. The implications for teacher education are discussed.

Citation

Um, S.J. (2019). Politics of hybridity: Teaching for social justice in an era of standards-based reform. Teaching and Teacher Education: An International Journal of Research and Studies, 81(1), 74-83. Elsevier Ltd. Retrieved January 27, 2023 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2019.02.011

Keywords

References

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