Immigration policy in ESOL teacher professional development: an actor-network theory lens
Bass, Tobie L
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This dissertation presents three articles on an ethnographic case study exploring what teachers do with immigration policy they learn about in professional development. In this case, the professional development involves in-service teachers participating in one three-course ESOL (English for Speakers of Other Languages) federally funded endorsement program offered through a public university in the Southeast. Thirty-six practicing teachers participated in the program in a state and school district that have in recent years become fast-growing immigrant destinations. Informed by Latour (2005) and actor-network theory (ANT), the inquiry explores one course in which the author served as instructor, by unraveling and reassembling a network. In doing so, the ANT researcher embeds analysis into a narrative that attempts to follow the ways humans and non-humans are connected in the webs of activity.