2018 AERA Presidential Address. Discretionary Spaces: The Power of Teaching in the Struggle for Justice in and through Public Education
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| Title: | 2018 AERA Presidential Address. Discretionary Spaces: The Power of Teaching in the Struggle for Justice in and through Public Education |
|---|---|
| Language: | English |
| Authors: | Deborah Loewenberg Ball (ORCID |
| Source: | Educational Researcher. 2026 55(3):155-172. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Social Justice, Public Education, Teaching Methods, Educational Practices, Educational Policy, Teaching (Occupation), Educational Theories, Ethics, Politics, Professional Education, Instruction, Learning, Decision Making |
| DOI: | 10.3102/0013189X251389934 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | Although teaching is one of the most common occupations, experienced by nearly all individuals and enacted by millions of professionals, its power to reproduce or disrupt oppression is often underestimated. Situated within broader social, political, and historical contexts, teaching reflects and is shaped by enduring patterns that marginalize groups of people, forms of knowledge, and ways of knowing. Yet this is not only a macro-level phenomenon; through everyday micro-interactions, teaching can nurture students' flourishing or constrain their learning and identities. Building on scholarship on discretion in professional practice and policy implementation, I argue that teaching's potency derives in significant part from the discretionary spaces inherent in its enactment. These spaces of interpretation, choice, and action are both ubiquitous and structured by broader systems of oppression. By conceptualizing discretion as both a risk and a resource, this analysis advances theoretical understandings of teaching and underscores the ethical, political, and educational stakes of teachers' work, pointing to an expanded role for professional education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501178 |
| Database: | ERIC |
| Abstract: | Although teaching is one of the most common occupations, experienced by nearly all individuals and enacted by millions of professionals, its power to reproduce or disrupt oppression is often underestimated. Situated within broader social, political, and historical contexts, teaching reflects and is shaped by enduring patterns that marginalize groups of people, forms of knowledge, and ways of knowing. Yet this is not only a macro-level phenomenon; through everyday micro-interactions, teaching can nurture students' flourishing or constrain their learning and identities. Building on scholarship on discretion in professional practice and policy implementation, I argue that teaching's potency derives in significant part from the discretionary spaces inherent in its enactment. These spaces of interpretation, choice, and action are both ubiquitous and structured by broader systems of oppression. By conceptualizing discretion as both a risk and a resource, this analysis advances theoretical understandings of teaching and underscores the ethical, political, and educational stakes of teachers' work, pointing to an expanded role for professional education. |
|---|---|
| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X251389934 |
