From accommodation to appropriation: teaching, identity, and authorship in a tightly coupled policy context
Abstract
This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning theory, the article illustrates how the teacher’s sense of self – who she ‘wanted to be’ – informed her engagement with educational policy. Ultimately, we argue that the teacher’s identity pressed her to engage in acts of appropriation and authorship vis-à-vis the policies and policy-related tools she was asked to implement. In making this argument, we theorize an agentive and dialectical relationship between teachers’ identities and their participation in policy implementation.
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Some research considered how teachers find ways of working within a set policy context that aligns with their identities through policy enactment and interpretation.
“Some research also considered how teachers find ways of working within a set policy context that aligns with their identities through policy enactment and interpretation (Hennessy & Lynch, 2019;Stillman & Anderson, 2015).”
From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as Stillman & Anderson, 2015
Appropriation involves identification with the policy rather than just carrying it out.
“Appropriation involves identification with the policy rather than just carrying it out.”
From Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us? (2017) · cites this paper as Stillman and Anderson (2015)
Stillman and Anderson (2015) write about the 'dialectical interplay' between identities and engagement with policy.
“They write about the 'dialectical interplay' (ibid, p.722) between identities and engagement with policy.”
From Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us? (2017) · cites this paper as Stillman and Anderson (2015)
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- Authors
- Stillman, J., & Anderson, L.
- Affiliations
- University of Southern California (US)
- Connecticut College (US)
- Corresponding author
- Stillman, Jamy
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 2015-06-05
- Volume
- 21
- Issue
- 6
- Pages
- 720-744
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W2132162248
- Cited by
- 63
- References
- 55
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 4 · 2023: 5 · 2022: 1 · 2021: 5 · 2020: 4 · 2019: 9 · 2018: 6 · 2017: 9 · 2016: 6 · 2015: 1
- FWCI
- 36.65
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers and Teaching (publishedVersion)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Education › Education Pedagogy and Practices
- Keywords
- teacher identity, English language learners, language arts instruction, education policy implementation, high-stakes accountability, standardization, appropriations, authorship, sociocultural theory, teacher agency, policy dilemmas
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