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The Micropolitics of Literacy Curricula Adoption: An Exploratory Actor Network Theory Analysis of Curricula Adoption

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Title: The Micropolitics of Literacy Curricula Adoption: An Exploratory Actor Network Theory Analysis of Curricula Adoption
Language: English
Authors: Jennifer Barrett-Tatum, Roya Q. Scales (ORCID 0000-0002-3368-1880), Margaret Vaughn (ORCID 0000-0001-8832-8366), Elizabeth Y. Stevens (ORCID 0009-0003-5885-7891), Sonia Kline, Ann Van Wig, Karen Kreider Yoder, Debra Wellman (ORCID 0000-0002-1747-8794)
Source: Current Issues in Education. 2025 26(2).
Availability: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Literacy Education, Curriculum Development, Politics of Education, Decision Making, Social Theories, Power Structure, Network Analysis, Curriculum Implementation, Selection, Group Dynamics
DOI: 10.14507/cie.vol26iss2.2308
ISSN: 1099-839X
Abstract: In the realm of literacy education, curriculum is driven by politics, finances, standardization, and accountability. How specified curricular materials make their way into the classroom often baffles educators. The one thing they know is it is "isn't the one we voted for." This study includes a review of literature on how curricula were historically adopted and provides a current view of how literacy curricula are selected across multiple states. To make the adoption process more visible and discernable, participants provided visual diagrams combined with interviews. Actor Network Theory allowed us to examine not only the actors but the flow of decision making and the hierarchies within. Results in process and flow varied, but the one common finding is that classroom educators were not the most essential actors in this adoption network.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489961
Database: ERIC
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  Data: Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
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  Data: <searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Theories%22">Social Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Network+Analysis%22">Network Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Selection%22">Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink>
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  Data: In the realm of literacy education, curriculum is driven by politics, finances, standardization, and accountability. How specified curricular materials make their way into the classroom often baffles educators. The one thing they know is it is "isn't the one we voted for." This study includes a review of literature on how curricula were historically adopted and provides a current view of how literacy curricula are selected across multiple states. To make the adoption process more visible and discernable, participants provided visual diagrams combined with interviews. Actor Network Theory allowed us to examine not only the actors but the flow of decision making and the hierarchies within. Results in process and flow varied, but the one common finding is that classroom educators were not the most essential actors in this adoption network.
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