School as a cubbyhouse : tensions between intent and practice in classroom curriculum

The article uses research data to highlight how the classroom curriculum is produced in a relationship between a community and a school. First, it shows how culturally produced community themes are taken up by the students as they respond to their classroom experiences. Second, it illustrates how teachers have their classroom practices shaped by these responses. Third, it proposes that this culturally produced curriculum is a "cubbyhouse", offering illusionary educational security and reward.