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Teachers' Principled Resistance to Curricular Control: A Theoretical Literature Review

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Title: Teachers' Principled Resistance to Curricular Control: A Theoretical Literature Review
Language: English
Authors: Andrew P. Huddleston (ORCID 0009-0004-4178-9391), Stephanie Talley, Sara Edgington, Emily Colwell, Allison Dale
Source: Review of Educational Research. 2025 95(6):1213-1250.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 38
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Resistance (Psychology), Teachers, Neoliberalism, Professional Autonomy, Educational Principles, Educational Research, Student Needs, Social Justice, Culturally Relevant Education, Teacher Behavior
DOI: 10.3102/00346543241291835
ISSN: 0034-6543
1935-1046
Abstract: The purpose of this project was to conduct a theoretical literature review of the research that has documented examples of teachers' principled resistance to curricular control. Principled resistance occurs when teachers reject curricular policies and programs that control their work and conflict with their professional principles. The authors examined the pedagogical commitments that led to teachers' principled resistance and drew upon Lacey's and Sikes et al.'s model of teacher socialization to analyze how teachers have engaged in principled resistance. The authors located 62 studies published between 1984 and 2022. Teachers resisted forms of neoliberal curricular control they believed did not meet their students' academic and social needs, most negatively impacted ethnically diverse and impoverished students, and was not culturally responsive. Teachers enacted principled resistance through strategic compliance, strategic compromise, strategic redefinition, overt and outright resistance, and leaving. Implications for researchers, school administrators, policymakers, and teachers are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1491339
Database: ERIC
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  Data: Teachers' Principled Resistance to Curricular Control: A Theoretical Literature Review
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  Data: <searchLink fieldCode="AR" term="%22Andrew+P%2E+Huddleston%22">Andrew P. Huddleston</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-4178-9391">0009-0004-4178-9391</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+Talley%22">Stephanie Talley</searchLink><br /><searchLink fieldCode="AR" term="%22Sara+Edgington%22">Sara Edgington</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Colwell%22">Emily Colwell</searchLink><br /><searchLink fieldCode="AR" term="%22Allison+Dale%22">Allison Dale</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2025 95(6):1213-1250.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 38
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Neoliberalism%22">Neoliberalism</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink>
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  Data: The purpose of this project was to conduct a theoretical literature review of the research that has documented examples of teachers' principled resistance to curricular control. Principled resistance occurs when teachers reject curricular policies and programs that control their work and conflict with their professional principles. The authors examined the pedagogical commitments that led to teachers' principled resistance and drew upon Lacey's and Sikes et al.'s model of teacher socialization to analyze how teachers have engaged in principled resistance. The authors located 62 studies published between 1984 and 2022. Teachers resisted forms of neoliberal curricular control they believed did not meet their students' academic and social needs, most negatively impacted ethnically diverse and impoverished students, and was not culturally responsive. Teachers enacted principled resistance through strategic compliance, strategic compromise, strategic redefinition, overt and outright resistance, and leaving. Implications for researchers, school administrators, policymakers, and teachers are discussed.
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        Value: 10.3102/00346543241291835
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      – Text: English
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      – SubjectFull: Teachers
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      – SubjectFull: Neoliberalism
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Educational Research
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      – SubjectFull: Social Justice
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Teacher Behavior
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