View in EDS HTML Full Text PDF Full Text

Sparking Epistemic Friction: A Novice Teacher's Use of Backup during a Social Justice Curriculum Reform.

Saved in:
Bibliographic Details
Title: Sparking Epistemic Friction: A Novice Teacher's Use of Backup during a Social Justice Curriculum Reform.
Authors: Giunco, Kierstin1 (AUTHOR)
Source: Schools: Studies in Education. Spring2025, Vol. 22 Issue 1, p39-57. 19p.
Subject Terms: *Self-efficacy in teachers, *Classroom environment, *Educational support, *Curriculum change, *Cognitive dissonance, Social justice, LGBTQ+ people, Narrative inquiry (Research method)
Abstract: This study examines the challenges faced by Maya, an English language arts teacher, as she implements a social justice–focused curricular reform. Specifically, it explores how Maya strategically embedded social justice themes within a mandatory poetry unit, using the ambiguous language of her school's mission statement to advocate for LGBTQ+ inclusion. Through narrative analysis, this study illustrates how Maya exercised agency in navigating institutional resistance, supported by an ecology of communal networks. Her efforts exemplify Pollock et al.'s (2022) framework of strategic backup and prompt consideration of Medina's (2013) concept of epistemic friction as a complementary form of support. Maya's narrative underscores the importance of contextual dynamics in fostering teacher agency, highlighting the role of epistemic friction and strategic support in advancing social justice within educational settings. [ABSTRACT FROM AUTHOR]
Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 188947206
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Sparking Epistemic Friction: A Novice Teacher's Use of Backup during a Social Justice Curriculum Reform.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Giunco%2C+Kierstin%22">Giunco, Kierstin</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Schools%3A+Studies+in+Education%22">Schools: Studies in Education</searchLink>. Spring2025, Vol. 22 Issue 1, p39-57. 19p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+dissonance%22">Cognitive dissonance</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ%2B+people%22">LGBTQ+ people</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examines the challenges faced by Maya, an English language arts teacher, as she implements a social justice–focused curricular reform. Specifically, it explores how Maya strategically embedded social justice themes within a mandatory poetry unit, using the ambiguous language of her school's mission statement to advocate for LGBTQ+ inclusion. Through narrative analysis, this study illustrates how Maya exercised agency in navigating institutional resistance, supported by an ecology of communal networks. Her efforts exemplify Pollock et al.'s (2022) framework of strategic backup and prompt consideration of Medina's (2013) concept of epistemic friction as a complementary form of support. Maya's narrative underscores the importance of contextual dynamics in fostering teacher agency, highlighting the role of epistemic friction and strategic support in advancing social justice within educational settings. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188947206
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1086/734952
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 39
    Subjects:
      – SubjectFull: Self-efficacy in teachers
        Type: general
      – SubjectFull: Classroom environment
        Type: general
      – SubjectFull: Educational support
        Type: general
      – SubjectFull: Curriculum change
        Type: general
      – SubjectFull: Cognitive dissonance
        Type: general
      – SubjectFull: Social justice
        Type: general
      – SubjectFull: LGBTQ+ people
        Type: general
      – SubjectFull: Narrative inquiry (Research method)
        Type: general
    Titles:
      – TitleFull: Sparking Epistemic Friction: A Novice Teacher's Use of Backup during a Social Justice Curriculum Reform.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Giunco, Kierstin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Spring2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 15501175
          Numbering:
            – Type: volume
              Value: 22
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Schools: Studies in Education
              Type: main
ResultId 1