Criminalizing a Curriculum: A Case Study on Curriculum Conflict and Teacher and Principal Resistance

• In Event: Roundtable Session 109
  In Roundtable Session: Curriculum of Resistance: Learning From the Others

Abstract

This case study uses two overlapping theoretical frameworks to understand the events surrounding a state’s move to outlaw a Mexican American Studies (MAS) program in a largely Hispanic school district. The focus of this research centers on three schools and the teachers who are a part of the program and the principals of the schools. Utilizing critical race theory, Latcrit, and aspects of cultural and symbolic capital as well as literature on teacher resistance and power I provide a firsthand account of how ideological conflict manifests itself within schools. While most of the participants are supportive of the curriculum and its focus on cultural relevancy, the principals and teachers have distinct ways of defending the program and viewing the legislation.

Author

• Seth Peter Aleshire, The University of Arizona