CURRICULAR CONTROL: STUDENT AGENCY AND THE TEACHING AND LEARNING OF CONTROVERSIAL TOPICS
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2023-05
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Abstract
Since the inception of public education in the United States, members of the public have fought for control over what is taught to students and how concepts are presented. Public
education lies continually in the crosshairs of politics and polemics related to issues ranging from prayer and the Pledge of Allegiance to language teaching and the inclusivity of transgender students. Culturally relevant teaching, while extolled by seasoned educators, is often branded as critical race theory by opponents of cultural awareness and sensitivity in schools. This study focuses on the history of such polemics as well as the decision-making process for social sciences curricula. It examines teachers’ beliefs surrounding students’ agency and the attitudes surrounding the teaching of controversial topics. The data revealed that the longer teachers have been in the profession, the less likely they are to be confident in their students’ ability to think critically. Political affiliation impacted teachers’ likelihood of engaging students with the roles of race, gender, and class in the U.S. legal system as part of social sciences coursework. More liberal teachers were less likely to engage with these topics, but only slightly. Recommendations for further research include more study on students’ agency from the students’ point of view, as well as the shift of education from a right supported by public funding to a commodity controlled by consumers.
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