Social movements and the transformation of teachers’ work: case studies from New Zealand

Abstract

The major aim of this article is to explore the potential of teachers as transformative agents within schools. The study first looks at theoretical perspectives which analyse both the class location of teachers as well as the kinds of relationships and structural constraints into which they enter ‐‐ both in their pre‐service training, and throughout their work as teachers. The paper then presents ethnographic data to argue that despite the overwhelming and hegemonic restraints on teachers, when they, individually and/or collectively, are inspired by social movements outside of the school, then total institutional and ideological incorporation is less likely to take place. Case studies are presented to illustrate how such politicized teachers and schools struggle to establish a space in favour of progressive and democratic agendas.

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Notes on contributors

Ronald G. Sultana

Ronald Sultana is a lecturer in the sociology of education at the Department of Educational Studies, University of Malta.