Teacher education and curriculum policies

resistance and creation in different educational spaces

Abstract

This text aims to foster reflections on the processes of resistance and creation involved in the daily lives of educators in their relationships with curriculum and training policies, and to mobilize the affections involved in this resistance and creation. It develops a theoretical argument on the theme of the daily curricular creations by educational actors in their relationships with policies, as well as on the importance of understanding creation as inherent to daily life, beyond mere resistance. It assumes this complementarity between resistance and creation based on the thought of Michel de Certeau, who points to the need to go beyond the notion of resistance to understand the modes of action of practitioners in daily life. It presents as a central argument about the interferences of these actors on official policies, based on the thought of Stephen Ball in his theory of enacting policies by schools. In its second part, it presents empirical narratives of different academic and everyday experiences that help to understand this complementarity, highlighting the daily creations of school actors as everyday political practices of teacher’s education and curriculum. In its final part, it concludes that in different educational spaces and times, there are possibilities and realities of everyday creation, thanking the actors referred to in the empirical part of the text for these bold and powerful creations.