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Teachers’ Storied Cultural Tensions of Curriculum as a Standardizing Practice

  • Candace SchleinEmail author
  • Christa Wenger
  • Sara Crump
Chapter
Part of the Education, Equity, Economy book series (EEEC, volume 7)

Abstract

Increasing diversification of student populations, teachers’ globalized experiences, and local level curriculum formation in schools has led to an enhanced top-down focus on curricular standards as a unifying measure. State-based standards are meant to unify and standardize the curriculum. However, utilizing a lens to position teachers as the curriculum on the regional and school-based shifting terrain of the Common Core State Standards Initiative (CCSS) and similar state-based standards raises possible critical questions about the actual relationship between teachers and the curriculum. We discuss the findings of a narrative inquiry into the experiences of three teachers within various cultures and school cultures and as situated within state-based standards. We identify through exploration of our narratives and counter stories of experience how state-based standards highlight storied cultural curriculum tensions. We further consider how such tensions might identify possible systemic challenges related to envisioning curriculum as a standardizing practice.

Keywords

Experiential curriculum Teachers Curriculum standardization Narratives Narrative inquiry 

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.UMKC School of Education, Division of Teacher Education and Curriculum StudiesKansas CityUSA
  2. 2.University of Missouri-Kansas CityKansas CityUSA

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