Academic journal article Language Arts

Making Critical Sense and Critical Use of the Common Core State Standards

Academic journal article Language Arts

Making Critical Sense and Critical Use of the Common Core State Standards

Article excerpt

It has become a common presumption that the right policies can address core challenges of teaching and learning (Cochran-Smith, 2004). Like prior attempts to govern practice through policy, the Common Core State Standards emphasize the practical "management and administration" of human lives (Zizek, 2008, p. 40), while claiming to be outside politics.

Possibilities exist for teachers to productively shape the Common Core State Standards through inquiry. As a starting point, these documents should be regarded as ideological texts, created within fields of power and knowledge, which can be entered into as sites of struggle over meaning. Critique is not enough: literacy educators need to maintain a critical stance on the Common Core State Standards while supporting students to do well on them. Inquiry can be helpful in this, encouraging teachers to make critical sense, but also critical use of Standards.

The Common Core State Standards for English language arts is a 66-page document, consisting of tables that "define what all students are expected to know and be able to do" (p. 6) at different grade levels. Though it claims to be "research and evidence based," it contains no citations. It also contains no questions. Rather, it is concerned with ensuring that all students acquire "the skills and understandings . …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.