Full Description
A firsthand account of the experiences of elementary and middle school students' daily lives at an underserved urban public school.
A Curriculum of Control illuminates the often-overlooked daily experiences of elementary and middle school students at Baker School, a K-8 urban public school. Based on two years of ethnographic research and the author's prior teaching experience in a similar setting, this book offers a vivid portrayal of students' routines, the messages they receive from educators and the broader community, and the ways they navigate a complex and frequently challenging environment. Unlike most studies, this book centers students as the primary actors in education and by doing so compels readers to confront how students' experiences at Baker School compare with the goals of public education. Focusing on a core group of fourth- and eighth-grade students—Nyeisha, Jayalya, Rashanna, Bianca, and Renee—along with their teachers and families, the book reveals how students navigate, experience, respond to, and resist the school's curriculum of control.
Contents
Preface
Acknowledgments
1. Hidden Curricula and the Myth of Opportunity
2. The Curriculum of Control
3. Relational Dynamics, Power Struggles, and Resistance
4. Parentification and Infantilization of Students
5. Implications of Internalizing the "Deficit Default"
6. The Realities of Systemic Failure
7. Struggling for Humanity
Conclusion
Appendix: Research Methodology and Design
Notes
References
Index
