In usual understandings of learning, youths' development in classrooms is portrayed as a move from being a novice to an expert. However, findings of the present anthropologically framed study support us to argue that learning, rather, can be characterized as youths' simultaneous occupation of novice and expert roles. We refer to this simultaneous…

Drawing on empirical sources, I argue that teachers' actions to remove district-mandated testing from their classrooms are a form of teacher policy-making. Analysis of interviews with teacher activists and records of teachers' activism meetings show that teachers perceive belonging, trust, and community as critical to their efforts to provide…