Teacher Voice in Global Conversations around Education Access, Equity, and Quality

Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process o...

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Bibliographic Details
Published inForum for international research in education Vol. 4; no. 1; pp. 32 - 53
Main Authors Gozali, Charlina, Claassen Thrush, Elizabeth, Soto-Pe a, Michelle, Whang, Christine, Luschei, Thomas F.
Format Journal Article
LanguageEnglish
Published Lehigh University Library and Technology Services 2017
Subjects
Access to Education
Educational Policy
Educational Quality
Equal Education
Fellowships
Global Approach
International Educational Exchange
Participative Decision Making
Qualitative Research
Semi Structured Interviews
Social Justice
Teacher Attitudes
Teacher Empowerment
Teacher Exchange Programs
Teacher Leadership
Teacher Participation
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Summary:Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program. Toward this end, we conducted semi-structured interviews with 16 teachers from 14 countries and four continents (all participants in the Teaching Excellence and Achievement [TEA] program). Results demonstrate that teacher voice was more personal rather than systemic, narrative rather than propositional, and utilized colloquial vocabulary rather than technical jargon. Teacher voice is also not always positive, but can be biased, critical, or judgmental. Nonetheless, the interviews also illustrate the critical necessity of including teacher voice in educational planning and decision-making.
ISSN:2326-3873
2326-3873
DOI:10.18275/fire201704011107