Navigating the Reform–Accountability Culture in Oklahoma Social Studies

Abstract

We conducted a 3-year study to determine what could be learned from the efforts of social studies teachers to navigate the current culture of reform and accountability. Data were drawn from 50 in-depth interviews and 425 surveys completed by P–12 teachers throughout the state. We employed critical social theory to frame the study and interpret the findings. Many participants went to great lengths to navigate the culture to meet their students’ needs and to remain consistent with their own professional convictions. In addition to traditional challenges such as shortages of time and lack of resources, our participants faced heavy pressure to raise test scores, standardize their curricula, and adapt their instruction to the wishes of others. These pressures created practical and ethical dilemmas, fueling frustration and despair. However, efforts to navigate the reform–accountability culture also nurtured critical consciousness, collaboration and unity, and potentially transformative action and hope. We analyze our participants’ efforts to cope with their conditions and discuss implications for teachers and others who wish to support and preserve quality public education.