Participatory Prismatic Evaluation: An Ontological Examination of Middle Grades English Language Arts Curriculum

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 3
  In Roundtable Session: Innovating Middle Grades Curriculum and Pedagogy: Inquiry, Literacy, and STEM Integration

Abstract

In response to our state’s academic literacy goals, three of our most racially, culturally, and linguistically diverse middle school partners have adopted the EL Education curriculum (ELEd) for English Language Arts. Educators’ conflicting viewpoints about this scripted curriculum led us to develop a prismatic approach to curriculum analysis to support educators and university partners as they analyze and adapt curriculum in strengths-based and criticality-based ways. In this presentation, we will share findings from our prismatic evaluation of literacy policy and curriculum. Preliminary emergences from analysis include unpacking the overarching investments, assumptions, and attachments that are embedded in state literacy policy and ELEd curricular goals, which foreclose culturally relevant curricula imaginaries.

Authors

• Kathleen M. Brinegar, University of Vermont

• Cee Carter, University of Vermont