The Intended Curriculum: Locating Nature in the Science Standards

  • Ajay Sharma
  • Cory Buxton


This chapter presents a critical discourse analysis of the Next Generation Science Standards (NGSS) and two sets of Georgia science standards—the Georgia Performance Standards (GPS) that were used till the end of the academic year 2016–17 and the Georgia Standards for Excellence (GSE) that were made operational for Georgia public schools from the academic year 2017–18. We analyze the implicit and explicit existential, propositional, value assumptions and logical implications in these documents. Next, through an iterative process of repeated reading and textual analysis, we identify the contours of the scientific and environmental discourses that animate science standards in the United States. We show how the intended curriculum, as reflected in these standards, represents the natural world as a biophysical system that can be “terraformed” and sustainably managed by science and technology to support “green” capitalist societies on this planet.


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Ajay Sharma
    • 1
  • Cory Buxton
    • 2
  1. 1.Department of Educational Theory and PracticeUniversity of GeorgiaAthensUSA
  2. 2.University of GeorgiaAthensUSA

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