Confronting mandated curriculum: Being a transgressive teacher and meeting the needs of our urban learners
Date
2019
Authors
Myers, Aimée
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Pennsylvania Graduate School of Education
Abstract
Teachers in urban schools often struggle with being micro-managed by administration, especially when vertical alignment and assessment policies are heavily enforced. This study explores a culturally responsive teaching (CRT) approach to mandated curriculum within an urban classroom. By examining the teacher’s use of 19th century British literature, this study illustrates how educators can move beyond superficial cultural additives and be responsive to the needs of their learners. This study offers a unique perspective on a teacher willing to challenge the mandated curriculum by utilizing CRT with British Literature in an urban high school.
Description
Article originally published in Perspectives on Urban Education Journal, 16 (1). English. Published Online 2019. https://eric.ed.gov/?id=EJ1222652
Permission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/7/23
Keywords
Culturally responsive teaching, Urban education, Curriculum, Literature
Citation
This is a published version of a paper that is available at: https://eric.ed.gov/?id=EJ1222652. Recommended citation: Myers, A. (2019). Confronting mandated curriculum: Being a transgressive teacher and meeting the needs of our urban learners. Perspectives on Urban Education Journal, 16 (1). This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.