Overwhelming whiteness. A critical analysis of race in a scripted reading curriculum.

Autor/inn/en	Rigell, Amanda; Banack, Arianna; Maples, Amy; Laughter, Judson; Broemmel, Amy; Vines, Nora; Jordan, Jennifer
Titel	Overwhelming whiteness. A critical analysis of race in a scripted reading curriculum.
Quelle	In: Journal of curriculum studies, 54 (2022) 6, S. 852-870Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 867-870; Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2022.2030803
Schlagwörter	Erziehung; Kritisches Denken; Curriculum; Erziehung; Alphabetisierung; Diskursanalyse; Kritisches Denken; Antirassismus; Schreib- und Lesefähigkeit; Curriculum; Diskursanalyse; Schreib- und Lesefähigkeit; Antirassismus; Alphabetisierung
Abstract	Teachers in the US are increasingly required to use scripted curricula. Such instructional materials often reflect the overwhelming whiteness of the publishing industry through a lack of representation of authors and protagonists outside of white, middle-class normative characters. Implementation of such curricula stands in direct contrast to studies finding that culturally relevant pedagogy and curricula benefit students across racial and ethnic groups. This paper describes a qualitative analysis of the scripted Wit and Wisdom English Language Arts curriculum for grades K-8 guided by the research question: How might the curriculum reproduce a white supremacist master script? Following a quantitative analysis of racial representation across all core and supplementary texts in the curriculum, the research team used guiding questions grounded in a critical discourse and anti-racist teaching framework to qualitatively analyse teacher-facing materials at each grade level. The findings of this study indicate that whiteness is centred at every level of the curriculum in text selection and thematic grouping of texts, as well as through discursive moves in teacher-facing materials (e.g. essential questions for learning modules). Based on the findings, the research team suggests mechanisms for individual and collective efforts to resist whiteness-centred curricula at the system, school, and classroom level.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2023/1