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It is essential to revise how political discourses and the administering of politics, not precisely within the school context but outside as well, interplay with the constitution of teacher subjectivities particularly in countries where education is highly influenced by sociopolitical factors without conscious acknowledgment from teachers. Commonly, as teachers, we are somehow expected to carry out our experiences and acts of teaching in a decontextualized fashion, ignoring our voices, needs and the realities of the students. This article aims at elaborating on two sociopolitical factors: politics framing education and sociopolitical imaginaries of teachers, retelling how they have interplayed in a case of teacher subjectivity constitution. I emphasize the need to explore and assess the impact of the sociopolitical discourses which aim at devaluing teachers and public education, and the images that have been assigned to teachers and teaching with the intention to frame and control.

This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities' necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.

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