Empowering teacher voices in an education policy discussion: Paradoxes of representation

Adam Lefstein, Hamutal Perath

Research output: Contribution to journalArticlepeer-review


This article investigates the problems and paradoxes of attempting to empower teacher voices within the context of an international conference of policy-makers, academic researchers and practitioners. We examine the distribution of talk within a teacher workshop: who spoke, how, and to whom did the group and broader audiences listen? We trace the emergence of ideas in the workshop discussions and their trajectory into the joint teacher-policy-maker panel in the conference and in the post-conference summary report. We identify four factors shaping the realisation of teacher voice - repertoires, social position, topics and gatekeepers - and highlight paradoxes of teacher representation.

Original languageAmerican English
Pages (from-to)33-43
Number of pages11
JournalTeaching and Teacher Education
StatePublished - 1 Jan 2014


  • Education policy process
  • Linguistic ethnography
  • Representation
  • Teacher empowerment
  • Teacher professionalism
  • Teacher voice

All Science Journal Classification (ASJC) codes

  • Education


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