View in EDS HTML Full Text PDF Full Text

Centering dignitary safety in curriculum challenges: A heuristic for school administrators.

Saved in:
Bibliographic Details
Title: Centering dignitary safety in curriculum challenges: A heuristic for school administrators.
Authors: Capretta, Thomas, Bachman, Hadley F., Zhang, Jingyang
Source: Theory Into Practice. Spring2025, Vol. 64 Issue 2, p125-138. 14p.
Subjects: Education, School administrators, Students, Humiliation, Curriculum
Abstract: Debates about what and how K-12 schools should teach young people are ongoing and may cause unrest in school communities. Regularly, school administrators face challenges to the school curriculum from students, families, and communities. Beyond legal considerations, administrators need tools to navigate relationships with the school community and maintain a safe and positive school climate for students to learn. This article proposes a heuristic based on dignitary safety–the sense of being a community member with equal standing, full rights to participation, and free from the threat of humiliation, for school administrators to evaluate the validity of curriculum challenges efficiently and consistently. We define key actors in curriculum challenges and present an illustrative case to animate our heuristic. By discussing its conceptual foundations and applying it to real scenarios, we demonstrate how administrators can utilize this heuristic in addressing curriculum challenges. [ABSTRACT FROM AUTHOR]
Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 184340476
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Centering dignitary safety in curriculum challenges: A heuristic for school administrators.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Capretta%2C+Thomas%22">Capretta, Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Bachman%2C+Hadley+F%2E%22">Bachman, Hadley F.</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Jingyang%22">Zhang, Jingyang</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Theory+Into+Practice%22">Theory Into Practice</searchLink>. Spring2025, Vol. 64 Issue 2, p125-138. 14p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Humiliation%22">Humiliation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Debates about what and how K-12 schools should teach young people are ongoing and may cause unrest in school communities. Regularly, school administrators face challenges to the school curriculum from students, families, and communities. Beyond legal considerations, administrators need tools to navigate relationships with the school community and maintain a safe and positive school climate for students to learn. This article proposes a heuristic based on dignitary safety–the sense of being a community member with equal standing, full rights to participation, and free from the threat of humiliation, for school administrators to evaluate the validity of curriculum challenges efficiently and consistently. We define key actors in curriculum challenges and present an illustrative case to animate our heuristic. By discussing its conceptual foundations and applying it to real scenarios, we demonstrate how administrators can utilize this heuristic in addressing curriculum challenges. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Theory Into Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=184340476
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00405841.2025.2453354
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 125
    Subjects:
      – SubjectFull: Education
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Humiliation
        Type: general
      – SubjectFull: Curriculum
        Type: general
    Titles:
      – TitleFull: Centering dignitary safety in curriculum challenges: A heuristic for school administrators.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Capretta, Thomas
      – PersonEntity:
          Name:
            NameFull: Bachman, Hadley F.
      – PersonEntity:
          Name:
            NameFull: Zhang, Jingyang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Spring2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 00405841
          Numbering:
            – Type: volume
              Value: 64
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Theory Into Practice
              Type: main
ResultId 1