Negotiating Teacher Agency Amid Structural Constraints
Unjust structures— and those who uphold them— can undermine teacher agency and limit the pursuit of equity-driven pedagogies, resulting in both intended and unintended consequences for student learning( Timberlake et al. 2017). Even when external policies narrow what they are“ allowed” to do, teachers can still exercise professional judgment and agency by leveraging relationships, community knowledge, and children’ s lived experiences as powerful curriculum resources( Priestley et al. 2015; Molla & Nolan 2020).
In this way, agency becomes both an individual and collective act— reaffirming educators as co-constructors of equitable, caring practices that honor the complexity of teaching and the humanity of all children. Mr. Omar’ s example underscores that teacher agency does not disappear under restrictive mandates; it adapts through intentional teaching and critical reflection, such as when he reimagined the Who Belongs Here unit. He drew on children’ s responses from the K-W-H-L chart and their drawings about cultural identities and traditions to sustain conversations about belonging, even without the anchor text he had originally planned to use.
So What? Why Agency Matters, and What Losing It Means
Rigid curricula, assessments, and policies that constrain teachers’ agency can limit the possibility of joyful, meaningful engagement and learning and produce what scholars term curricular and pedagogical violence( Johnson 2019; Wright 2021). One-size-fits-all educational practices reinforce dominant ideologies of racial capitalism, colonialism, white supremacy, ableism, and gender normativity( Kundnani 2023). Prescriptive curricula enacted through top-down approaches silence teachers’ expertise and devalue their capacity to design learning that affirms children’ s full humanity and fosters growth and learning for all children( Bartell et al. 2019). There are negative consequences for teachers, students and families, and broader communities, which are outlined next. Reclaiming teacher agency is thus both a form of resistance and a renewal, which are central to creating equitable, joyful communities of learners.
Ms. Kimmie proudly teaches kindergarten at the same urban neighborhood school she once attended as a child. Her early childhood teacher education coursework emphasized experiential learning and intentionally designed curricula, which is a marked contrast to her own childhood schooling experiences. Ms. Kimmie returned to her home community determined to provide students with learning opportunities comparable to those of their suburban peers.
Initially, Ms. Kimmie’ s colleagues are skeptical of her approaches, which include hands-on explorations, self-directed and guided play, and ample opportunities to collaborate with peers to help children progress toward learning goals. However, their attitudes begin to shift when they notice the heightened engagement and enthusiasm of Ms. Kimmie’ s students during her carefully planned learning experiences.
During snack time, children talk about toast and wonder why some types of bread( pan, naan, pita) do not have crusts. Ms. Kimmie actively observes the conversation. In response, she plans a“ bread and breakfast” inquiry. Children bring recipes and photographs from home and, together with their families, plan a classroom breads and toppings buffet.
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