When Inner-City Teachers are Given "Free" Time

Abstract

If there is one major response from inner-city iteachers to the challenge that they expand their influence beyond the classroom walls that they innovate, become political, influence the community or develop curricula it is that they need more time. Expanded responsibilities consume greater amounts of time, they say, in days already packed with a myriad of fatiguing details. What happens when teachers suddenly have generous amounts of unstructured time, along with freedom to use it in any of several ways? What changes occur? How do t-hey feel about their new roles?