The major aim of this article is to explore the potential of teachers as transformative
agents within schools. The study first looks at theoretical perspectives which analyse
both the class location of teachers as well as the kinds of relationships and structural
constraints into which they enter- both in their pre-service training, and throughout
their work as teachers. The paper then presents ethnographic data to argue that despite
the overwhelming and hegemonic restraints on teachers, when they, individually
andlor collectively, are inspired by social movements outside of the school, then total
institutional and ideological incorporation is less likely to take place. Case studies are
presented to illustrate how such politicized teachers and schools struggle to establish a
space in favour of progressive and democratic agendas .peer-reviewe
