![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
People often think that power only flows downhill in school. The author draws on his own research observations, as well as the philosophy of Michel Foucault, to offer more nuanced insights. He explains that power is not a “thing” people can possess and that it flows in multiple directions, forming a web of influence. These insights suggest that people’s perceptions and actions can affect schools in subtle, yet important ways.
References
Section:
|
Ballet, K., Kelchtermans, G. (2009). Struggling with workload: Primary teachers’ experience of intensification. Teaching and Teacher Education, 25, 1150–1157. Google Scholar | ISI | |
|
Cimbricz, S. (2002). State-mandated testing and teachers’ beliefs and practices. Education Policy Analysis Archives, 10 (2). Google Scholar | |
|
Coleman, L.J., Cross, T. (1988). Is being gifted a social handicap? Journal for the Education of the Gifted, 11, 41–56. Google Scholar | SAGE Journals | |
|
Easthope, C., Easthope, G. (2000). Intensification, extension, and complexity of teachers’ workload. British Journal of Sociology of Education, 21 (1), 43–58. Google Scholar | |
|
Faulkner, S.A., Cook, C.M. (2006). Testing v. teaching: The perceived impact of assessment demands on middle grades instructional practices. Research in Middle Level Education Online, 29 (7), 1–13. Google Scholar | |
|
Foucault, M. (1978). The history of sexuality: Volume I. New York: Vintage Books. Google Scholar | |
|
Foucault, M. (2000). Power. Faubion, J.D. (Ed.). New York: The New Press. Google Scholar | |
|
Freie, C., Eppley, K. (2014). Putting Foucault to work: Understanding power in a rural school. Peabody Journal of Education, 89 (5), 652–669. Google Scholar | |
|
Grant, S.G. (2001). An uncertain lever: Exploring the influence of state-level testing in New York State on teaching social studies. Teachers College Record, 103 (3), 398–426. Google Scholar | |
|
Kerr, B., Colangelo, N., Gaeth, J. (1988). Gifted adolescents’ attitudes toward their giftedness. Gifted Child Quarterly, 32 (2), 245–247. Google Scholar | SAGE Journals | ISI | |
|
Meadows, B., Neumann, J.W. (2017). What does it mean to assess gifted students’ perceptions of giftedness labels? Interchange, 48, 145–165. Google Scholar | |
|
Neumann, J.W. (2016). Examining mandated testing, teachers’ milieu, and teachers’ knowledge and beliefs: Gaining a fuller understanding of the web of influence on teachers’ classroom practices. Teachers College Record, 118 (2), 1–50. Google Scholar | |
|
Robinson, A. (1990). Does that describe me? Adolescents’ acceptance of the gifted label. Journal for the Education of the Gifted, 13, 245–255. Google Scholar | SAGE Journals | |
|
Smith, M.L. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher, 20 (5), 8–11. Google Scholar | SAGE Journals | |
|
Valli, L., Buese, D. (2007). The changing roles of teachers in an era of high-stakes accountability. American Educational Research Journal, 44 (3), 519–558. Google Scholar | SAGE Journals | ISI | |
|
Vogler, K.E., Virtue, D. (2007). “Just the facts, ma’am”: Teaching social studies in the era of standards and high-stakes testing. The Social Studies, 98 (2), 54–58. Google Scholar |
