Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum

Rigell, Amanda; Banack, Arianna; Maples, Amy; Laughter, Judson; Broemmel, Amy D.; Vines, Nora; Jordan, Jennifer

doi:10.1080/00220272.2022.2030803

Cited by 10 publications

(4 citation statements)

References 37 publications

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“…For example, Laughter is a member of a research team using CARDA to analyze a K-8 scripted curriculum employed in a local school district (Rigell et al, 2022). The negotiation between the master narrative of a scripted curriculum and the classroom implementation of that curriculum could promote antiracist pedagogy that pushes back against the White supremacist script dominating the curriculum.…”

Section: Discussionmentioning

confidence: 99%

Critical AntiRacist Discourse Analysis (CARDA)

Laughter

Hurst

2022

Urban Education

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We synthesize the tools of Critical Discourse Analysis and Anti-Racist Pedagogy to define and exemplify Critical AntiRacist Discourse Analysis (CARDA) as a tool for addressing expressions of systemic racism in institutional policy. We then demonstrate CARDA with the example of a university course syllabus, which represents an institutional policy text negotiated between an individual and an institution. Findings indicate how CARDA can be used to uncover unconscious and implicit racism and amplify antiracism in a syllabus. Implications include areas in which to expand CARDA as a tool for pursuing antiracist policy and pedagogy in multiple educational and other contexts.

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Section: Discussionmentioning

confidence: 99%

Critical AntiRacist Discourse Analysis (CARDA)

Laughter

Hurst

2022

Urban Education

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“…Teachers' instructional preferences influence how they consider and interact with scripted curriculum. Teachers tend to seek autonomy and expect support from the building and district-level administration (Rigell, 2022), provided with some level of academic freedom, and trusted to make choices that are in the best interest of their students. Similarly, teachers tend to resist the rigidity associated with expectations of fidelity in instruction that limit their teaching autonomy, such as the restrictions commonly associated with scripted curriculum.…”

Section: Teachers Preferences For Teachingmentioning

confidence: 99%

Teachers’ Perceptions, Knowledge, and Interactions with Scripted Curriculum

Nadelson,

Freed,

Oyeniyi, et. al.

2024

RJE

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As shortages of teachers increase and student standardized test scores remain low and unchanged, there is a push for increasing instructional effectiveness using scripted curriculum and direct instruction. However, scripted curriculum is likely inconsistent with teachers’ professional visions and needs, leading to conflicting goals for adopting scripted curriculum and teachers’ professional goals. We determined the gaps in the literature support the need to collectively explore how teachers define and consider scripted curriculum, particularly the extent to which they think the curriculum is culturally responsive, motivates students to learn, are involved in adopting the curriculum, and their preferences for teaching with scripted curriculum. Using a cross-section survey design, we gathered quantitative and qualitative data from 292 K-12 teachers working in the south-central United States. We found teachers did not perceive scripted curriculum as culturally responsive, did not think the curriculum motivates students to learn, did not like teaching with the curriculum or preferred to use it as a resource, and tended to be marginally involved in selecting the curriculum. Our research empirically documents the narrative teachers tend to share about scripted curriculum. We conclude our report by discussing our results, implications for our findings, and recommendations for future research.

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“…Interestingly, the reality of integrating systems thinking pedagogy into the current requirements of the educational system was not addressed with many specifics. Possible systemic barriers (McClure & Aldridge, 2022), like scripted curriculum ((MacGillivray et al, 2004;Rigell et al, 2022), regimented schedules (Oberle et al, 2021), and standardized tests (Eizadirad, 2019), were mentioned but not addressed in-depth (one breakout session that focused on standardized writing assessments was an exception), though they remain issues that most teachers will continue to face.…”

Section: Privileging the Complex Identities Of Teachers And Studentsmentioning

confidence: 99%

The construction of systems thinking pedagogy during a professional development institute

Goode,

MacGillivray

2023

JPR

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The prevalence of systems thinking pedagogy is growing in classrooms because of its inclusion in the Next Generation Science Standards and its potential as a tool for addressing complex, global problems. While most of the research on systems thinking targets the ways students develop system thinking skills, this qualitative study explores teachers' construction of systems thinking as a pedagogy in a professional development context. With this paradigm-shifting pedagogy, teacher learning in professional development is a critical piece of understanding how the practice is taken up. Using social constructionism, discourse analysis, and systems theory, we conducted a holistic case study to analyze how teachers privileged language and ways of knowing during a professional development institute on systems thinking. We found that the teachers considered systems thinking as a catalyst for shifting their thinking, curriculum, and classroom dynamics; imperative to this shift was the implementation of systems mapping as the central activity of the pedagogy. Their model of systems thinking pedagogy respected both teachers and students as capable academics; additionally, it privileged a professional development culture of "becoming" in which the power of the collective was a point of leverage for teachers to disrupt what can be perceived as low expectations for their students and themselves as professionals.

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Overwhelming whiteness: a critical analysis of race in a scripted reading curriculum

Cited by 10 publications

References 37 publications

Critical AntiRacist Discourse Analysis (CARDA)

Critical AntiRacist Discourse Analysis (CARDA)

Teachers’ Perceptions, Knowledge, and Interactions with Scripted Curriculum

The construction of systems thinking pedagogy during a professional development institute

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