(Un)Intended Consequences: Navigating the Effects of Science of Reading Curricula on STEM and Inquiry-Based Education

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Critical Policy Analysis: From Resistance to Repair (Table 13)

Abstract

This presentation examines the ripple effects of science of reading legislation on science and inquiry-based education and the resulting curricular inequities and scheduling impossibilities. An (un)intended consequence of the spread of science of reading legislation is the reduction or elimination of instructional minutes for subjects such as science and social studies in order to accommodate the implementation of state-mandated reading curricula. Focusing on the responses and resistances of educators at a public k-5 elementary school, we analyze our findings through a CPA framework (Diem et al, 2019) and conceptualize them using Brown & de Lissovoy’s (2011) economies of racism and Gillborn’s (2005) education policy as an act of white supremacy.

Authors

• Teresa Speciale, Trinity College

• Denise Kraft, Middletown Public Schools