52.058 - Teaching for Equity in Complex Times: Negotiating the Common Core State Standards in a High-Performing Bilingual School

Session Type: Symposium

Abstract

This symposium will involve three components: presentation, problem-posing, and critical conversation. First, in five papers—three empirical, one methodological, and one conceptual/theoretical—presenters will share insights from a two-year ethnographic study that explored how teachers at one high-performing, dual-immersion K-8 school made sense of and navigated the Common Core State Standards. Together, papers will provide a complex and nuanced counternarrative vis-à-vis conventional accounts of standards-based reform, teacher practice, and academic achievement in schools serving Emergent Bilinguals. Each paper presentation will conclude with problem-posing that emerges from the content addressed therein. The discussants will then offer synthesis commentary and pose additional questions, which will lead into discussion (>25min) among presenters, discussants, and audience members.

Sub Unit

• SIG-Bilingual Education Research

Chair

• Jamy Stillman, University of Colorado - Boulder

Papers

• How Much Is Too Much? Struggle, Scaffolding, and the Common Core - Kathryn Struthers, Hunter College

• Unlearning to Label? Holding High Expectations and Differentiation in Tension - Joyce Melissa Gomez-Najarro, California State University - Fullerton

• Churn and Burn(out)? Identity, Overwork, and Education Reform - John Luciano Beltramo, Regis University

• Constructing "Contexts of Criticism"? Theory and Methods for Focusing on Learning, Culture, and Contradiction - Jamy Stillman, University of Colorado - Boulder

• The "Dream School"? The Consequences of Functioning Over Time in a Dysfunctional System - Lauren M. Anderson, Connecticut College

Discussants

• Elizabeth M. Dutro, University of Colorado Boulder

• Mariana Pacheco, University of Wisconsin - Madison