Constructing Meaning Under the Common Core Regime: An Introspective Analysis of Teachers’ Experiences

This study is a qualitative analysis of teachers’ experiences during the implementation of the Common Core State Standards, in Southern California. In accordance with symbolic interactionism, this research delves into how teachers construct meaning through a conflict perspective. Ten in-depth interviews conducted with teachers impacted by the most recent education policy reform, Common Core State Standards, provided the data for this research. The primary finding is that education reform continues to fail in adequately assessing the needs of teachers. The most recent reform fails to address the underlying systematic flaws in education, such as inequality and an overemphasis on standardized testing. This flawed basis of our educational system and its punitive approach is leading teachers to internalize their lack of voice and in many instances has led to complete demoralization. Based on my interviews, I have included the recommendations for systematic change, and the significance of ignoring such knowledge.