From the 3 R’s to the 3 C’s: Corporate Curriculum and Culture in Public Schools
A local struggle of teachers, students, parents, and community members to resist imposition of a corporate designed, scripted high school English curriculum in a Northern California school district was examined in the context of U.S. public education policies joined with corporate interests. The curriculum was aligned with state mandated high-stakes tests, but it did not allow for sustained reading of whole books. The actions and events during one semester in 2005 revealed issues and tensions of the school board, the district administrators, and the resisting group surrounding curriculum content, teaching strategies, methods of assessment, and school structures, funding, and control.
secondary English, curriculum, literature, testing, tracking, globalization
Citation: Social Justice Vol. 32, No. 3 (2005): 72-88.