The promise of inclusive curriculum policy: Examining theories of change that drive implementation

Abstract

Despite the growing tide of discriminatory executive orders and educational policies in the US, Colorado is one of a handful of states to pass legislation mandating the inclusion of minoritized communities in public school curriculum. Curious about how Colorado educators are making sense of public discourse around HB19-1192, we draw from Tuck (2018) to explore the theories of change that guide educators’ implementation efforts. By analyzing survey responses, we found both implicit and explicit theories of change framing the promise of inclusive curricula, ranging from the importance of raising awareness about minoritized communities to desiring complexity and going beyond damage-centered narratives. Findings suggest grounding education policy implementation efforts in an examination of theories of change may bring greater clarity to educators’ pedagogies and practices.