Imagining Just Futures: Examining Tensions Between Scripted Curriculum and the Necessity of Culturally Relevant Pedagogy

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: The Limitations of Reform: Recognizing the gaps in scripted curriculum and transformative efforts

Abstract

Educational policy increasingly creates a pedagogical paradox, mandating scripted curricula while simultaneously advocating for teachers to engage in culturally relevant pedagogy (CRP). This study investigates how CRP is operationalized within a prominent curriculum, Core Knowledge Language Arts (CKLA). We conducted a mixed-methods content analysis of the 4th-grade Brown Girl Dreaming unit, evaluating its alignment with CRP tenets through Illinois’s state-mandated Culturally Responsive Teaching and Leading Standards (CRTLS). We found superficial representation, missed opportunities for deep engagement, dissuasive language discouraging critical conversations, and biased perspectives reinforcing dominant narratives. These findings suggest that without significant adaptation, such curricula can undermine rather than support culturally relevant teaching practices by prioritizing visibility over the authentic voice required for culturally competent and equitable instruction.

Authors

• Andrea Jamison, Illinois State University

• Sara Ann Jones, Illinois State University