Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education
The increasing prominence of dual-language bilingual education (DLBE) in the United States necessitates deeper understanding of institutional roles and professional identities of DLBE teachers, particularly when incongruent. We qualitatively analyzed teacher resistance in discordant situations as di...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2025-01-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584241311818 |
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| author | Brandon Sherman Trish Morita-Mullaney Jennifer Renn |
| author_facet | Brandon Sherman Trish Morita-Mullaney Jennifer Renn |
| author_sort | Brandon Sherman |
| collection | DOAJ |
| description | The increasing prominence of dual-language bilingual education (DLBE) in the United States necessitates deeper understanding of institutional roles and professional identities of DLBE teachers, particularly when incongruent. We qualitatively analyzed teacher resistance in discordant situations as discussed in conferences between DLBE teachers and a bilingual instructional coach in two districts over 2 years. In these conversations, we found a distinction between nonconfrontational and open, direct resistance. We applied an agentive triad model of teacher identity, agency, and power to understand how DLBE teachers navigated discordant situations in their schools. Teachers acted from different identity positions, including agentive compliance, anagentive compliance (without agency), and nonconfrontational resistance. Findings and theorization demonstrate that DLBE programs present special considerations for teacher identity, role, and resistance. Moreover, context-specific characteristics, including program age, model, and administration, may impact teachers’ approach to resistance. Findings and theorization are relevant to successful DLBE program implementation and equity focused instructional coaching. |
| format | Article |
| id | doaj-art-5be92b79eb63425b87147b4a8a9049f8 |
| institution | Kabale University |
| issn | 2332-8584 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj-art-5be92b79eb63425b87147b4a8a9049f82025-01-10T10:03:22ZengSAGE PublishingAERA Open2332-85842025-01-011110.1177/23328584241311818Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual EducationBrandon ShermanTrish Morita-MullaneyJennifer RennThe increasing prominence of dual-language bilingual education (DLBE) in the United States necessitates deeper understanding of institutional roles and professional identities of DLBE teachers, particularly when incongruent. We qualitatively analyzed teacher resistance in discordant situations as discussed in conferences between DLBE teachers and a bilingual instructional coach in two districts over 2 years. In these conversations, we found a distinction between nonconfrontational and open, direct resistance. We applied an agentive triad model of teacher identity, agency, and power to understand how DLBE teachers navigated discordant situations in their schools. Teachers acted from different identity positions, including agentive compliance, anagentive compliance (without agency), and nonconfrontational resistance. Findings and theorization demonstrate that DLBE programs present special considerations for teacher identity, role, and resistance. Moreover, context-specific characteristics, including program age, model, and administration, may impact teachers’ approach to resistance. Findings and theorization are relevant to successful DLBE program implementation and equity focused instructional coaching.https://doi.org/10.1177/23328584241311818 |
| spellingShingle | Brandon Sherman Trish Morita-Mullaney Jennifer Renn Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education AERA Open |
| title | Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education |
| title_full | Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education |
| title_fullStr | Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education |
| title_full_unstemmed | Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education |
| title_short | Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education |
| title_sort | speaking up pushing back closing the door agency of open and covert teacher resistance in dual language bilingual education |
| url | https://doi.org/10.1177/23328584241311818 |
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