ABSTRACT Debates over curricula can be understood as struggles over the power to define symbolic representations of the world. Although this tension is particularly visible in discourse around textbook adoption, this is not the only site of contestation; other aspects of the classroom environment, such as the posters on the walls, also contain implicit messaging about who belongs in school and who is an outsider. In this study, we examine K-12 classroom posters from nine popular websites and evaluate whether they were inclusionary of students’ race, gender, sexuality, and (dis)ability and examined several factors that predicted inclusivity. Overall, we found that few posters had inclusive representations of individuals from historically marginalized groups and that academic posters were less likely to be inclusive than non-academic posters. This analysis provides insight into the messages students receive regarding who does and does not belong in the classroom and highlights the need for educators to purposively select the posters displayed in the classroom.

中文翻译：

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为谁教育？写在墙上

摘要 关于课程的争论可以理解为对定义世界象征表征的权力的斗争。尽管这种紧张在围绕教科书采用的讨论中尤为明显，但这并不是唯一的争论场所；教室环境的其他方面，例如墙上的海报，也包含了关于谁属于学校、谁是局外人的隐含信息。在这项研究中，我们检查了来自九个流行网站的 K-12 课堂海报，并评估它们是否包含了学生的种族、性别、性取向和（残疾）能力，并检查了预测包容性的几个因素。总体而言，我们发现很少有海报对历史上边缘化群体的个人进行包容性描述，并且学术海报比非学术海报更不可能具有包容性。