Critical Curricular Disruptions: How Novice Teachers Navigate Constraints of Literacy Curriculum

• In Event: Curricular Policy Agents: Critical Frictions and Transformative Disruptions

Abstract

Based on a study of eight first year teachers, the paper explores conditions that enabled or constrained teachers in disrupting the curriculum in order to engage in culturally responsive teaching practices aligned to their pedagogical commitments. In particular, this research highlights the significant role that colleagues play in supporting novice teachers' navigation of their curricula. Results indicate that novice teachers are more likely to deviate from standardized curricula when they are supported in collegial relationships that share their pedagogical commitments and provide a buffer from real and anticipated criticism.

Author

• Alisun Thompson, University of Puget Sound