Abstract
ABSTRACT China is becoming an increasingly polarized society, in large part due to the inaccessibility of basic education for minority children. Schools can be vehicles for social change and community building, and teachers can be agents of transformation and hope. The PRC, however, is experiencing a critical shortage of trained teachers willing to serve in minority schools and be agents of change. This article examines the problem by first outlining some of the factors that affect teachers’ ability to be change agents. These factors include teachers’ social location, their education, and the context in which they are employed. Next, four possible change agent roles that teachers can assume are discussed. Finally, some strategies for realizing change and outcomes of teacher change agency are presented. We end with suggestions for how the model we use to explain minority teacher change agency in China could be applied by others, for data collection or hypothesis testing, in future research.
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