The Impact of Political Silencing on Instruction and Curriculum

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: The Politics of Language and Literacy Curricula: Amplifying Obscured Perspectives Within Cultural Contexts (Table 27)

Abstract

This qualitative study focused on identity and narrative in rural Missouri social studies curricula by examining the prevalence of Eurocentric narratives and identities in curricula, perpetuating racist ideology. Three research questions guided the investigation concerning the representation of voices of power and marginalized voices in the curriculum and the narrative of teacher-created and board-approved curricula. Semi-structured interviews were conducted with ten teachers from four rural districts and then transcribed and coded. Analysis of themes through the CRT framework revealed how several factors contributed to an inequitable curriculum that failed to focus on marginalized perspectives or engage with topics such as systemic racism. The study provides implications and recommendations for further action and research.

Authors

• Kelli Nicholson, Southeast Missouri State University

• Lisa Nieuwenhuizen, William Woods University