Glatthorn frames curriculum as an inherently political enterprise shaped by competing interests, values, and power relations. Curriculum is never neutral: decisions about what knowledge is included, who decides, and whose interests are served reflect broader social, economic, and ideological forces.
1. Curriculum as a Political Process
Glatthorn explains that curriculum development involves a struggle among stakeholders—government bodies, school boards, professional associations, teachers’ unions, parents, and community groups. Each group brings different priorities and ideological positions, making curriculum a field of negotiation and conflict.
He highlights that political pressures influence:
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Content selection (what is taught)
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Resource allocation (how budgets reflect priorities)
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Assessment standards (how performance is judged)
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Curricular reforms (which innovations are supported or rejected)
Thus, curriculum leaders must understand political contexts to make informed, strategic decisions.
2. Sources of Political Influence
Glatthorn identifies several layers of political influence:
a. Federal Level
Although U.S.-focused, he notes that federal policy shapes curriculum indirectly through:
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funding incentives
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national standards movements
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accountability frameworks (e.g., test-based reforms)
This top-down influence pressures states and districts to align with national expectations.
b. State Level
State authorities have more direct power:
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defining curriculum frameworks
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approving textbooks
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establishing graduation requirements
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controlling teacher licensure
Glatthorn stresses that state-level politics often have the greatest impact on daily curriculum work.
c. Local Level
Local school boards reflect community ideology and can approve or block curricular programs. Their decisions often respond to:
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parent activism
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cultural debates (e.g., sex education, history topics)
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concerns over “values” and identity
Curriculum leaders must navigate these local dynamics sensitively.
3. Ideologies and Interest Groups
Glatthorn categorizes major ideological forces shaping curriculum:
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Conservative pressures (emphasis on tradition, standardization, accountability)
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Progressive approaches (focus on inquiry, student-centered learning)
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Economic interests (business groups advocating workforce-oriented curricula)
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Cultural advocacy groups (seeking representation or protection of particular identities or worldviews)
These groups influence curriculum through lobbying, media campaigns, elections, and public debates. Curriculum leaders, therefore, must be politically literate and ethically grounded.
4. Curriculum Leaders as Political Actors
Glatthorn emphasizes that curriculum leaders cannot avoid politics—they must engage with it constructively. Effective leaders:
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build coalitions
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communicate persuasively with stakeholders
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anticipate political resistance
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use data and evidence to justify decisions
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act with transparency and professional integrity
He argues for “principled activism”: participating in political processes while protecting educational values and equity.
5. Strategies for Navigating Curriculum Politics
Glatthorn offers practical strategies:
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Environmental scanning: understanding political climates and anticipating changes
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Stakeholder engagement: inclusive consultation to reduce conflict
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Conflict management skills: negotiation, compromise, and consensus-building
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Rational decision-making: grounding choices in research and learner needs
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Ethical leadership: resisting undue influence and prioritizing the public good
These skills help curriculum leaders create durable, meaningful curriculum reforms despite political pressures.
✨ Overall Insight
“The Politics of Curriculum” argues that curriculum work is deeply embedded in political structures. Leadership in this domain requires not only technical expertise but also political awareness, strategic communication, and ethical decision-making. Glatthorn positions curriculum leaders as mediators—balancing stakeholder demands while safeguarding the educational mission.
