Abstract
Parents, educators, and students have criticized the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for expecting students to regurgitate evidence from assigned texts rather than think for themselves. This article argues that this popular critique is accurate and that the Common Core, regardless of its advocates’ intentions, has undemocratic consequences. Initially, the essay considers a democratic argument for the Common Core. Then, I show that the standards themselves, faithfully implemented, lead to assignments and assessments that give students few opportunities to articulate their own thoughts or responses. I argue that this kind of education does not inculcate democratic habits and that democratic education requires empowering people in the local school community to construct their own education standards.
Response to Article
Benjamin J. Bindewald, Rory P. Tannebaum, and Patrick Womac, The Common Core and Democratic Education: Examining Potential Costs and Benefits to Public and Private Autonomy
Response to this Article
Kathryn Nagrotsky, Writing That Counts: Grounding a Critique of the Common Core English Language Arts Standards in Classroom Memories
Recommended Citation
Tampio, N.
(2018).
A Democratic Critique of the Common Core English Language Arts (ELA) Standards.
Democracy and Education,
26
(1), Article 4.
Available at:
https://democracyeducationjournal.org/home/vol26/iss1/4
Included in
Curriculum and Instruction Commons, Political Theory Commons, Social and Philosophical Foundations of Education Commons