Best Versus Bought Practices: How Teachers of Multilingual Learners Negotiate Mandated Curricula

• In Event: Forced Curriculum Adaptations: School Responses With Constant Uncertainty

Abstract

Policy directives may promote asset-based, differentiated instruction for multilingual learners; however, many teachers are confronted with mandated curricula that does not use students’ assets or meet their needs (Ahmed, 2019; Costello & Costello, 2016). Using Actor-Network Theory and a case study approach, we investigate how teachers enact the often conflicting “best practices” of mandated curricula and state policies. Preliminary analyses suggest that teachers experience stress and job dissatisfaction when curriculum mandates go beyond the suggested use of materials and extend to teacher practice itself. This can limit the agency necessary to differentiate. These results suggest that even in a state that promotes culturally responsive policies, the use of mandated curricula can short-circuit their implementation.

Authors

• Tasha L. Darbes, Pace University
  Presenting Author

• Laura J. Kaplan, Pace University
  Presenting Author