Unpacking resistance to change within‐school reform programmes with a social justice orientation

Abstract

Previous research in the area of resistance has inadequately described opposition to change within‐school reform initiatives with a social justice orientation. A lack of attention to, and agreement on, the nature and causes of resistance may explain why so many equity‐minded educational reforms fail to be sustained. This article highlights various forms of resistance which emerged during a New Zealand study of an action research project that aimed to improve classroom practice and outcomes for marginalized students. In this research, teachers’ reform work was investigated from the perspectives of dominant and minority groups (students, teachers and parents/caregivers) within two schools involved in this work. Results indicated that different forms of resistance emerged over time, fuelled by separate concerns and characterized by different sets of behaviour. These findings reveal the complexity of resistance as both a construct and as a developmental process in the reform project. In addition, results revealed that school leaders felt unprepared and ill‐equipped to deal with resistance. Understanding the different sides to opposition would have aided reform efforts as resistance revealed a lack of shared vision, alongside inadequate communication and partnership processes. Implications for the preparation and professional development of social justice leaders working to develop and sustain such work are discussed.

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