Department of Teaching, Learning and Teacher Education
Date of this Version
2014
Citation
Published in Journal of Curriculum Studies 46:5 (2014), pp 656–675.
doi 10.1080/00220272.2014.911352
Abstract
In this article, we examine one school’s experience with policy, as a means of shedding light on the intersection of factors contributing to challenges of implementing policies to support the academic achievement and social adaptation of immigrant and minority students in their school context. We begin with the presentation of a ‘big fight’ between two students of different ethnic and racial backgrounds, and consider multiple perspectives of how the disagreement was addressed by teachers and administrators, to offer insight into how issues of race and policy might have been understood by members of the school community. We use a narrative inquiry approach to examine ways in which a policy designed to enhance student participation was interpreted by various members of this school community. This study reveals nuances of the intersection between culture and (hidden) curriculum as it relates to the implementation of policies aimed at creating and maintaining safe school communities.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2014 Taylor & Francis. Used by permission.