Drawing on the concept of structuring contexts (Berchini, 2016) this article explores a white teacher’s understanding of teaching writing in a no-excuses charter management organization network. Through a deductive analysis, the author traces how the teacher’s beliefs about language were shaped by the CMO’s emphasis on efficiency, influencing how he acted on and adapted centralized curriculum and assessment practices. Documenting the ways that whiteness works within the writing curriculum and assessment practices despite stated broader organizational commitments to culturally relevant teaching, the author shows how the curriculum appropriated texts written by People of Color while the assessment practices prioritized correctness in student composing, upholding harmful language ideologies and White Mainstream English (Baker-Bell, 2020).
"“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
1, Article 4.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss1/4
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