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    Intended and Received Language Arts Curricula in a Standardized Era: Misalignments and Negotiations in Border Community Schools

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    Author
    Molera, Joan Elizabeth
    Issue Date
    2015
    Keywords
    classic leadership
    critical leadership
    cultural capital
    Funds of Knowledge
    standardization
    Educational Leadership
    border community
    Advisor
    Ylimaki, Rose
    
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    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This dissertation is about curriculum and leadership in Arizona-Mexico border community schools. Specifically, I examine intended and received language arts curricula (i.e., what content is taught, to whom, and with what pedagogy) (Porter, 2004), the misalignments between these curriculum types, and the misalignments in leadership approaches in border community schools. My dissertation draws on both classic and critical curriculum leadership studies (e.g., Hallinger, 2008; Johnson, 2006) with an emphasis on Funds of Knowledge (e.g., Moll, Amanti, Neff, & Gonzalez, 1992), cultural capital (e.g., Yosso, 2005), and habitus (e.g., Bourdieu & Passeron, 1990). I utilize ethnographic and phenomenological approaches to my study of four elementary and three middle schools located in two Arizona-Mexico border communities 120 miles apart from each other. Findings suggest that children living in border communities exhibit cultural capital (Yosso, 2005) and Funds of Knowledge (Moll et al., 1992), but these strengths are not considered in the intended curricula. Participants see the culture of the border and the culture of the school as two very separate constructs, particularly in relation to curriculum. The children in the study consider this reality commonsensical. Culturally responsive curriculum leaders, though positioned to change the status quo, are compliant and helpless against the dominant standardized regime. External forces silence everything these leaders know about research and practice. My dissertation concludes with implications for research, practice, and policy to blend culturally responsive structures, pedagogy, and behaviors to the standardization movement.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ed.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Educational Leadership
    Degree Grantor
    University of Arizona
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