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Students’ “ideal school” designs drawn from neighborhood study largely reproduced existing inequitable structures, reflecting limited movement toward challenging traditional schooling. Guided by the grammar of urban schooling, endemic racism, and interest convergence, the study examines students’ roles in appropriating progressive reform and the broader constraints shaping their critical responses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/systemic-constraints-on-students-appropriation-of-reform-oriented-curriculum/599869/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/systemic-constraints-on-students-appropriation-of-reform-oriented-curriculum/599869.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What curriculum goal drives the study?","Question",{"text":112,"@type":113},"The study examines a reform-oriented curriculum designed to foster students’ critical social analysis of urban schooling.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do students produce when designing “ideal schools”?",{"text":117,"@type":113},"Students’ “ideal school” designs, based on neighborhood study, largely reproduce existing inequitable structures and practices of schooling.",{"name":119,"@type":110,"acceptedAnswer":120},"Which theoretical concepts guide the analysis of students’ responses?",{"text":121,"@type":113},"The study is guided by the grammar of urban schooling, endemic racism, and interest convergence to explain constraints on students’ critical responses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599869,1792188685,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| \u003Cbr>| Systemic Constraints on Students’ Appropriation of Reform Oriented Curriculum |\n| --- | --- |\n\nNancy Ares, University of Rochester  \nDawn M. Evans, Grand Valley State University Alice M. Harnischfeger, Keuka College  \nAbstract  \nWe investigate 10th-grade Latinx and African American high school students’ engagement in a reform-oriented curriculum designed to foster their critical social analysis of urban schooling. Students’ designs of “ideal schools” based on their studies of their neighborhoods largely reproduced existing inequitable structures and practices of schooling. Our study was spurred by the failure of this curriculum and pedagogy to move students to challenge traditional structures of schooling. The grammar of urban schooling, endemic racism, and interest convergence guided our study of students’ roles in appropriation ofprogressive reform and our understanding of the larger constraints within which this effort operated and that limited their critical responses.  \nKeywords: urban school reform; youth appropriation of reform; endemic racism; interest convergence; grammar of schooling  \nIntroduction  \nWe examine the contradictions and tensions seen in students’ responses to a reform-oriented curriculum designed to foster their critical thinking about schooling for youth of color in western New York State. Our study site was a high school sophomore class in a progressive program intended to prepare future teachers, filled mostly with Black and Latinx students. Their teacher worked to help them envision democratic views of schooling and the ways that “urban” schools often reproduce inequity.1 Students conducted mini-ethnographies oftheir neighborhoods to design an “Ideal School” responsive to their communities’ strengths and challenges. We found, however, that the students’ Ideal School designs reproduced traditional instruction and structures of schooling they were used to and that they were trying to succeed in, rather than challenging urban schooling. This led us to ask: What influences shaped students’ designs of Ideal Schools?  \nWe describe their preparation for critical social analysis of urban schooling and the numerous influences that shaped their designs. That they did little to take up opportunities to challenge existing structures of schooling is not a shock given schools’ roles in maintaining inequities (Wildman, 1996; Giroux, 2011) . However, the failure of this class’ reform-oriented curriculum to move students to critical social analysis struck us as important to understand, as the literature  \n1. The term “urban” is in quotes to trouble the many deficit-based assumptions that accompany it.  \nincludes a lot of examples of successful efforts to move to more democratic curricula and liberatory pedagogies (e.g., the Dalton plan, Parkhurst, Bassett, & Eades, 1922; democratic citizenship education, Banks, 2007) . Indeed, we found many “best practices” that have been identified in the literature in this particular classroom (discussion-focused pedagogy, students as citizens and community members, explicit critiques of schooling) . The teacher had liberatory goals: critical social analyses of schooling in general and in their school and community more specifically; building students’ awareness of endemic, systemic racism and oppression in US schools; using critical ethnographic-style methods of gathering and analyzing data about their neighborhoods; and designing“Ideal Schools” based on those analyses. We were drawn to his class for these very reasons—students were engaging in social justice research aimed at fostering their becoming agents of change as future teachers. Still, these students’ responses were largely non-critical and reproductive. Thus, we sought to develop a deep understanding of an important phenomenon: why students largely recreated existing structures of schooling when involved in an innovative class and curriculum allegedly aimed at directly challenging those structures. We argue that","cbCaiukf0PTgKaFb","https://ap.wps.com/l/cbCaiukf0PTgKaFb","pdf",917032,21,"English","# Introduction\n## Grammar of Schooling","[{\"question\":\"What curriculum goal drives the study?\",\"answer\":\"The study examines a reform-oriented curriculum designed to foster students’ critical social analysis of urban schooling.\"},{\"question\":\"What do students produce when designing “ideal schools”?\",\"answer\":\"Students’ “ideal school” designs, based on neighborhood study, largely reproduce existing inequitable structures and practices of schooling.\"},{\"question\":\"Which theoretical concepts guide the analysis of students’ responses?\",\"answer\":\"The study is guided by the grammar of urban schooling, endemic racism, and interest convergence to explain constraints on students’ critical responses.\"}]","Systemic Constraints on Students’ Appropriation of Reform Oriented Curriculum | PDF",1792089594,53]