Abstract
Increasing diversification of student populations, teachers’ globalized experiences, and local level curriculum formation in schools has led to an enhanced top-down focus on curricular standards as a unifying measure. State-based standards are meant to unify and standardize the curriculum. However, utilizing a lens to position teachers as the curriculum on the regional and school-based shifting terrain of the Common Core State Standards Initiative (CCSS) and similar state-based standards raises possible critical questions about the actual relationship between teachers and the curriculum. We discuss the findings of a narrative inquiry into the experiences of three teachers within various cultures and school cultures and as situated within state-based standards. We identify through exploration of our narratives and counter stories of experience how state-based standards highlight storied cultural curriculum tensions. We further consider how such tensions might identify possible systemic challenges related to envisioning curriculum as a standardizing practice.
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Schlein, C., Wenger, C., Crump, S. (2019). Teachers’ Storied Cultural Tensions of Curriculum as a Standardizing Practice. In: Sharma, S., Lazar, A.M. (eds) Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy. Education, Equity, Economy, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-02251-8_11
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