Decolonizing the Common Core: Possibilities and Limitations in the Elementary Classroom

• In Event: 31.034 - Lessons From Social Justice–Minded Teachers and Teacher Educators in the Neoliberal Context

Abstract

Objective

Decolonizing pedagogy pushes students to examine historical colonialism, and challenge present day colonial institutions. Questions arise when examining the implementation of such practices in the elementary classroom, especially since the passing of the Common Core: Are elementary students capable of comprehending the complexity of oppression? Is it possible to implement such curriculum in the midst of restrictive standards and dehumanizing testing?

With the recent shift to the Common Core in California, few examples of transformative applications exist at the elementary level, and even less with decolonization as a central focus. The purpose of this study is to examine the practical realities of implementing a critical decolonizing pedagogy in an elementary classroom. The following questions guide this study:

1. How feasible is it to implement the tenets of a decolonizing pedagogy within the
Common Core standards?
2. What are the limitations to its implementation?
3. What support is needed in order to sustain such classroom practices?

Theoretical Framework

This study incorporates critical pedagogy (Duncan-Andrade and Morrell, 2008; McLaren 2003) with an emphasis on decolonizing pedagogy (Tejeda and Espinoza, 2003; Grande, 2004; Tuck and Yang, 2012) as a means to foster critical race theory’s notion of transformational resistance. Bernal and Solórzano (2001) explain that transformative resistance occurs when youth obtain a critique of oppression and are motivated by social justice. The model further differentiates the internal transformation (critical consciousness and healing) from the external resistance of action, thus transforming the self and their community.

Methods

Pulling from decolonial methodology, autoethnographic data was collected from August 2013 to June in 2014, and consisted of observations, artifacts and field notes from a public school in Los Angeles. The fifth grade classroom was in a low-income urban community of color in South Central Los Angeles, comprised mostly of Latino and Black students.

Findings

Multiple examples of decolonial curriculum were possible within language arts and social studies common core standards. Despite limitations in the classroom schedule, transformative justice circles were implemented in order to provide students with a space to address trauma from current day manifestations of colonialism within the community. A substantial limitation, however, was found within the common core testing, both with the state-wide online standardized assessments, as well as with the project-based assessment for the school district. Lastly, participation within a collective of decolonial educators was necessary to sustain such classroom practices and resist neoliberal practices being encouraged by the school and district.

Significance

According to the study’s findings, implications can be made for universities, school districts, and educators. Educators have room within the common core standards to create decolonial curriculum, and must be supported and encouraged to do so, both through formal institutions, as well as within grassroots organizations. Common core assessments, however, continue to be a dehumanizing practice in conflict with decolonial practices.

Author

• Carolina Valdez, California State University - Monterey Bay