Scripted Literacy: Power, Perspective, and the Politics of Curriculum in the Elementary Classroom

• In Event: Following Policy to Witness the Harms of Epistemic Hierarchy

Abstract

In response to new legislative mandates regarding literacy curriculum and instructional materials, this study critically examines the ideological and pedagogical dimensions of a state-developed K–5 English Language Arts program, referred to as the Mockingbird curriculum. Utilizing methods of qualitative content analysis, we identify patterns in Mockingbird’s text selection, representation, and authorial voice. Further, we uncover a hidden curriculum rooted in Eurocentrism, biblical teachings, and meritocracy. Ultimately, we argue that the Mockingbird curriculum positions teachers and students in ways that restrict agency and critical thinking. We hope this study will contribute to broader conversations about teacher autonomy and the political work of literacy instruction in an era of increasing standardization and lesson internalization.

Authors

• Rachel Ranschaert, University of North Texas

• Jessica Murdter-Atkinson, University of North Texas