“New Tools, New House”: Shifting the Emphasis From Substance to Syntax in the Elementary Curriculum

• In Event: “Knowing It All”: Conceptualizing the Curriculum for the Preparation and Practice of Elementary Teachers

Abstract

This study has two purposes: 1) improve my ability to teach student teachers to design and implement curriculum that includes both the substance and syntax of the disciplines (Schwab, 1964); and 2) explore the potential for an emphasis on syntax to contribute to two of the social justice goals embodied in Culturally Relevant Teaching: academic achievement and sociopolitical consciousness (Ladson-Billings, 2001).
I have taught the elementary curriculum and instruction class at my institution for 25 years. As would be consistent with our program aims of greater equity and social justice, I have promoted an approach to C & I that would be consistent with Dewey’s progressivism and social reconstructionism (Oakes & Lipton, 2007).
Alas, in recent years the challenge for the graduates to engage in such practice has increased. They have been required to utilize scripted curricula, teach to standardized tests, and cover a multiplicity of standards, all focused only on the substance of the disciplines. I felt I needed an additional bridge to span the widening gap. Three years ago, I decided to give even greater emphasis to Kumashiro’s (2001) notion of “looking beyond” the content, so that while students are learning substance, they are simultaneously engaged in critiquing that knowledge. This study was designed to evaluate that effort.
The study had two components. First, I assessed the understanding candidates had at graduation about the notion of syntax and its relationship to social justice education. This was analyzed to help me determine how well I was doing and what I needed to do differently to promote this conceptualization. Second, I chose four case study subjects from the group who had a solid understanding when they graduated to see how that might be influencing their practice. I interviewed each, observed them teach a lesson they thought included a strong syntax component, and collected the related lesson plans and student work.
The results of the exit assessment suggest that I need to adjust my explanations and enactment of syntactical knowledge. Only a third of the students had a solid understanding of its meaning and relevance to social justice teaching, while another third missed the mark entirely. These folks were confused about the difference between syntax and pedagogy, which I need to continue to clarify. The case studies revealed that those who did leave with a solid understanding were able to carry it into their practice, but not always; when they do it, they do it well, regardless of the subject matter, but I need to continue to explore ways to help them make it even more integral.
Like the conference theme suggests, to know is indeed not enough, especially if our goals are greater equity and social justice. The power of the disciplines lies in the syntax, in being able to generate and question knowledge, not just accept it as a given. This research suggests that helping elementary teachers to conceptualize curriculum in ways inclusive of both substance and syntax may support social justice education, even in the current environment.

Author

• Vicki K. LaBoskey, Mills College