A Beginning Music Teacher's Micropolitical Literacy Development.
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| Title: | A Beginning Music Teacher's Micropolitical Literacy Development. |
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| Authors: | Shaw, Ryan D. (AUTHOR) |
| Source: | Journal of Research in Music Education. Oct2024, Vol. 72 Issue 3, p247-266. 20p. |
| Subjects: | Beginning teachers, Music teachers, Research questions, Teachers, Power (Social sciences) |
| Abstract: | When teachers and school staff work together, it inevitably involves issues of power, influence, diplomacy, and cooperation; this has been termed "micropolitics," and the ability to read situations with micropolitics in mind has been identified as "micropolitical literacy." The purpose of this year-long case study was to explore one beginning music teacher's micropolitical literacy development with explicit connections to the framework put forth by Kelchtermans and Ballet. The research questions were (1) How does the participant describe their micropolitical understanding? (2) How does the participant describe their micropolitical strategies? and (3) How does the participant feel about their micropolitical literacy? Qualitative analysis of interview transcripts suggested themes aligned with the theoretical framework's aspects of know (understanding), do (strategies), and feel (experiential). The participant's knowledge development focused on power dynamics, structures, and relationships. Strategies included gaining clout and reframing situations. Furthermore, the participant's experience of micropolitical literacy development was fraught with negative emotions and uncertainty. Overall, literacy development was stymied by systemic challenges in the district. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. 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: | Psychology and Behavioral Sciences Collection |
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| Abstract: | When teachers and school staff work together, it inevitably involves issues of power, influence, diplomacy, and cooperation; this has been termed "micropolitics," and the ability to read situations with micropolitics in mind has been identified as "micropolitical literacy." The purpose of this year-long case study was to explore one beginning music teacher's micropolitical literacy development with explicit connections to the framework put forth by Kelchtermans and Ballet. The research questions were (1) How does the participant describe their micropolitical understanding? (2) How does the participant describe their micropolitical strategies? and (3) How does the participant feel about their micropolitical literacy? Qualitative analysis of interview transcripts suggested themes aligned with the theoretical framework's aspects of know (understanding), do (strategies), and feel (experiential). The participant's knowledge development focused on power dynamics, structures, and relationships. Strategies included gaining clout and reframing situations. Furthermore, the participant's experience of micropolitical literacy development was fraught with negative emotions and uncertainty. Overall, literacy development was stymied by systemic challenges in the district. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00224294 |
| DOI: | 10.1177/00224294231190404 |
