Naming and Resisting the (Dis)Empowerment of Public School Teachers

Abstract

The purpose of this paper is to examine the presence of non-democratic practices within public education. More specifically, discussion is provided on some of the negative consequences and effects non-democratic practices can have on education in general and public-school teachers in particular. The paper is essentially an exploration of a problem and an envisioning of how we, as teachers, can begin to take back control of our profession for the good of ourselves and the students we serve. My arguments are based on my personal experiences and reflections as a public-school teacher, as well as the literature on education in general. At the conclusion of the paper, I discuss and explore several possibilities for myself and other educators that could help us move us forward in breaking the cycle of oppression that can be often experienced as a public-school teacher.