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ERIC Number: EJ822167
Record Type: Journal
Publication Date: 2004-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1047-6210
Colonized Teachers: Examining the Implementation of a Scripted Reading Program
MacGillivray, Laurie; Ardell, Amy Lassiter; Curwen, Margaret Sauceda; Palma, Jennifer
Teaching Education, v15 n2 p131-144 Jun 2004
During a time of reform and accountability, school districts are closely monitoring teachers' instructional decisions, practices, and classroom environments. In this paper, we apply neocolonial theory to describe the experiences of elementary grade teachers in one California school district who are required to follow a scripted basal reading program. This framework allows us to view teachers' interactions with program mandates through a critical lens. Focusing upon district surveillance of teachers, we suggest that through the implementation of a standard curriculum the district is exercising overt control. We introduce the following three characteristics as they connect to the teachers' situation: "redefined", "restricted", and "subsumed". These terms are then related to the theory of neocolonialism. After a brief description of teachers' reactions to the curriculum, we use the terms as embedded in the theory to describe the situation of mandates and colonization tactics used by the district.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California