In this article authors Katy Swalwell, Noreen Naseem Rodríguez, Amy Updegraff, and Leslie Ann Winters share findings from their critical content analysis of the free preK–5 resources for antiracist, social justice teaching in the Teachers Pay Teachers’ Teach for Justice collection. Using Picower’s (2012) six elements of social justice curriculum design, as well as guidelines and suggestions offered to content creators in this online curriculum market place, the authors found that the materials in the sample lacked accuracy, avoided clarity, and promoted thin conceptions of social justice and antiracism. They claim that, in general, the collection subverts traditions of social justice and antiracist education by erasing power dynamics, distracting students’ attention away from oppression, and othering BIPOC students. They conclude with a call for educators to avoid the collection and to instead invest in high‐quality vetted resources as well as professional development that helps them sharpen their critical capacities around curricular resources.
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Spring 2023
Research Article|
April 12 2023
Distracting, Erasing, and Othering: A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection
NOREEN NASEEM RODRÍGUEZ;
NOREEN NASEEM RODRÍGUEZ
University of Colorado Boulder
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LESLIE ANN WINTERS
LESLIE ANN WINTERS
Iowa State University
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Harvard Educational Review (2023) 93 (1): 104–130.
Citation
KATY SWALWELL, NOREEN NASEEM RODRÍGUEZ, AMY UPDEGRAFF, LESLIE ANN WINTERS; Distracting, Erasing, and Othering: A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection. Harvard Educational Review 1 March 2023; 93 (1): 104–130. doi: https://doi.org/10.17763/1943-5045-93.1.104
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