In the United States it certainly is the case that we live in a country that adheres to an ideology of individualism. In education this ideology is manifest in ho- ing teachers accountable for the achievement of their students, and teacher e- cators accountable for the quality of teaching. Similarly, in school districts such as Philadelphia, where this research was undertaken, school principals are held accountable for the quality of the educational programs in their schools. In making this claim about individualism I do not seek to oversimplify an argument that individualism is the only referent used in formulating and enacting policies. Clearly there is recognition of complexity and the mediating effects of others’ actions on individuals accomplishing their goals. However, in arguments over accountability it always seemed beyond argument, for example, that teachers should have control over their students and if that were not the case then the teacher is not effective. Similarly, as a teacher educator, there is a widespread perspective that I should train teachers to establish and maintain tight control over students, and plan and enact curricula to meet mandated national, state, and local standards in ways that align with testing programs such as those associated with the No Child Left Behind legislation. Failure to comply with these expec- tions, while possible, feels risky.
What happens as beginning urban teachers transition through their first few years in the classroom? This book captures one teacher's journey through the first three years of teaching science and mathematics in a large urban district in the US. The authors focus on Ian's agency as a beginning teacher and explore his success in working with diverse students. Using critical ethnography combined with first-person narrative, they investigate Ian's teaching practices in four contexts: his student teaching experience, his work with students on a summer curriculum development project, his first year of teaching in a small, urban high school, and his second year of teaching in a large, comprehensive high school. In each field, the authors describe the structural changes Ian encounters and the ways in which he re-utilizes the practices he used successfully in previous fields. Specific practices that helped foster community and led to the increased agency of his students as learners are highlighted.
