Date of Award
12-2018
Degree Name
Master of Arts
Department
Teaching, Learning and Educational Studies
First Advisor
Dr. Dini Metro-Roland
Second Advisor
Dr. Jill Hermann-Wilmarth
Third Advisor
Dr. Paul Farber
Keywords
Education, transformation, passivity, common core, praxis
Access Setting
Masters Thesis-Open Access
Abstract
Schooling is often imagined as the great equalizer and the primary venue towards personal and collective liberation. However, hegemonic ideals and practices have limited the ability for educators to craft and utilize policy in a way that best benefits their students. In this thesis, I utilize the state of Michigan’s Common Core curriculum to examine the limits beyond policy and practice. Specifically, I argue that the demands for student passivity and institutional measurable as signs of success, prohibit student growth. Throughout the document, I describe hope in the ability to instill a variety of transformative educational theories and practices that re-center students and their communities.
Recommended Citation
Carvalho-Pinto, Natalia T., "Limited by Design: Expanding the Boundaries of Schooling Policies from Demanded Passivity to Transformative Practice" (2018). Masters Theses. 3808.
https://scholarworks.wmich.edu/masters_theses/3808
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons