It's not that it can't be done, but it's harder. The cognitive dissonance of misrepresenting the past to teach to a test or to teach to sensitivities of white bougie parents can be psychologically damaging to the teacher.
This hiding of power level by teaching to a core curriculum, isn't much different than the customer service representative of a bank. The rep can say "I'm just stating the bank's policy" or "I'm just informing the caller of their options". But that doesn't change the fact that financially distressed people are calling them about unjust banking practices. The rep is doing what they have to to make a living, but it still is damaging to them.
This is an issue less likely to come up when teaching STEM subjects.
It's not that it can't be done, but it's harder. The cognitive dissonance of misrepresenting the past to teach to a test or to teach to sensitivities of white bougie parents can be psychologically damaging to the teacher.
This hiding of power level by teaching to a core curriculum, isn't much different than the customer service representative of a bank. The rep can say "I'm just stating the bank's policy" or "I'm just informing the caller of their options". But that doesn't change the fact that financially distressed people are calling them about unjust banking practices. The rep is doing what they have to to make a living, but it still is damaging to them.
This is an issue less likely to come up when teaching STEM subjects.
yes, its definitely damaging! and it's definitely harder with non STEM stuff.