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This special issue on teacher agency offers a landmark vehicle for documenting the agentivespaces English language arts (ELA) teachers are able to forge, amid the constraints of currenteducation contexts. Our call for papers for this special issue invited literacy researchers andpractitioners to consider, among other provocations, the contextual factors that give rise todifferent forms of agency in research; how sociocultural environments in which teachers workmediate agentive action in theory; how teachers work agentively, in relation to specificcurriculum and discipline-related conditions, to establish an ethic of care and humanizeeducation in practice; and how specific educational policies around the world shape teacheragency, identity, and culture in policy.
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