A Multiple Case-Study Examining the Impact of Curricular Restriction Policy on Community-Connected Instruction in Full-Service Community Schools

• In Event: Teaching and Learning in a Time of Turmoil, Polarization, and Trauma

Abstract

Scholars describe the political landscape as polarized, where partisanship, or loyalty to political parties, dictates one’s beliefs. In education, this partisanship is best exhibited through conservative policy restricting curricula regarding race, racism's pervasiveness, gender identity, and how history is taught in public schools. Conversely, Community-Connected Instruction (CCI) affirms students’ culture and builds critical thinking skills in an authentic environment. While studies suggest its benefits to students, the current curricular restriction policy challenges its usage. This form of teaching is closely associated with Full-Service Community Schools (FSCS), which primarily serve underserved student populations. This study examines how FSCS educators in different socio-political climates perceive and engage with CCI despite curricular restriction policy born from conservative partisanship.

Author

• Isaiah Moore, Virginia Commonwealth University