The «New» Foundations of Teacher Education – A Reader – Revised edition
Edited By Eleanor Blair
The idea of teacher leadership, as it is now used in the language of the new managerialism, opens the door to a special kind of denial. It allows teachers to deny that they are not actually leading. We can plainly see that they are, for the most part, functionaries of the system that has now chosen them to help it lead. We can also see, however, other teachers who don’t submit to their servitude as willingly or enthusiastically as others. Among this group, some may work to disguise their resistance by exploiting discursive regimes, such as the one responsible for the formation of a concept of teacher leadership that functions as aggressive compliance. Hence, we might find them serving in some role identified with teacher leadership. Some others may give more open expression to their resistance. By increasing the visibility of their resistance by drawing attention to themselves, they also increase their vulnerability to various forms of exclusion, marginalization, and/or punishment. Perhaps it was the lessons learned from those stories that led some resisters to disguise their resistance, which constitutes its own kind of denial. In any case, I believe it is crucial to remain mindful of how the notion of teacher leadership creates an opportunity for some resisters to deny their resistance and for those who identify with and as “teacher leaders” to deny their compliance. They aren’t resisting, and they aren’t complying; they are leading!
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