Developing teachers as agents of inclusion and social justice
Open accessAbstract
Policies around the world increasingly call for teachers to become ‘agents of change’, often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others such as families and other professionals. Agents of change work purposefully with others to challenge the status quo and develop social justice and inclusion. We discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education. These possibilities include: 1) nurturing commitment to social justice as part of teachers’ sense of purpose; 2) developing competencies in inclusive pedagogical approaches, including working with others; 3) developing relational agency for transforming the conditions of teachers’ workplaces; and 4) a capacity to reflect on their own practices and environments when seeking to support the learning of all students.
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At the beginning of a teachers' career, agency will be experienced as more ephemeral than emergent, likely to be only fleetingly visible to ECTs, as they seek to establish themselves within established professional communities who exercise collective agency.
“Arguably, at the beginning of a teachers' career, agency will be experienced as more ephemeral than emergent, likely to be only fleetingly visible to ECTs, as they seek to establish themselves within established professional communities who, as Pantić and Florian (2015) describe, exercise collective agency.”
From Space as a lens for teacher agency: A case study of three beginning teachers in England, <scp>UK</scp> (2024) · cites this paper as Pantić and Florian (2015)
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“Although teacher agency is contested and understood differently, in recent times, teacher agency has been a focus of policy work across the globe, with narratives of teachers as agents of change (Pantić & Florian, 2015; Priestley et al., 2012).”
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- Authors
- Pantić, N., & Florian, L.
- Affiliations
- University of Edinburgh (GB)
- Corresponding author
- Pantić, Nataša
- Venue
- Education Inquiry
- Publisher
- Informa UK Limited
- Published
- 2015-01
- Volume
- 6
- Issue
- 3
- Pages
- 27311
- ISSN
- 2000-4508 (ISSN-L)
- OpenAlex
- W1898948438
- Cited by
- 367
- References
- 80
- Citations by year
- 2026: 54 · 2025: 48 · 2024: 34 · 2023: 45 · 2022: 55 · 2021: 42 · 2020: 31 · 2019: 14 · 2018: 22 · 2017: 18 · 2016: 4
- FWCI
- 73.37
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Education Inquiry (publishedVersion)
- Edinburgh Research Explorer (University of Edinburgh) (submittedVersion, cc-by)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Education Pedagogy and Practices
- Social Sciences › Education › Inclusive Education and Diversity
- Keywords
- teacher agency, inclusive pedagogy, social justice, inclusion, teacher professional development, change agents, relational agency, teacher competence, teacher reflection
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