TEACHING UNDER POLITICAL INFLUENCE: A MULTIPLE CASE-STUDY EXAMINING THE IMPACT OF CURRICULAR RESTRICTION POLICY ON COMMUNITY-CONNECTED INSTRUCTION (CCI) IN FULL-SERVICE COMMUNITY SCHOOLS (FSCS)

Scholars describe the political landscape as polarized, where partisanship —loyalty to a particular political party— dictates one’s beliefs. In education, this partisanship is best exhibited through conservative policy restricting curricula regarding race, racism's pervasiveness, gender identity, and how history is taught in public schools. Conversely, Community-Connected Instruction (CCI) affirms students’ culture and builds critical thinking skills in an authentic environment. While studies suggest its benefits to students, the current curricular restriction policy challenges its usage. This form of teaching is closely associated with Full-Service Community Schools (FSCS), which primarily serve underserved student populations. This study examines how FSCS educators in different socio-political contexts perceive and engage with CCI, despite a curricular restriction policy born from conservative partisanship. Findings suggest that educators across various political contexts are unaware of CCI but still engage in forms of the pedagogy, despite the context. Furthermore, political context affects educators' perceptions of CCI. This study fills a void in the literature as curricular restrictions have not been studied within the FSCS framework.