Risk Characterization and Instructional Impact of the Edu-business Complex—On the Issue of K-12 Teachers Trading Curriculum Resources in the United States
Introduction of network-powered technology in teaching has led to the rise of curriculum resource trading in education,and has resulted in the increasing intrusion of commercial capital in educational affairs.Focusing on a recent phenomenon of U.S.K-12 teachers using Teachers Pay Teachers as a platform for curriculum resource trading,this study analyzes the channels through which commercial capital exerts adverse influence on teaching.Results reveal that the edu-business complex remodels meaning of education and exacerbates commercialization of teaching,leading to distortion of instructional goals,decontextualization of instructional settings,and devaluation of teaching career affinity.Leveraging in-depth analysis of the historical development and organizational structure of Teachers Pay Teachers,it is theorized that commercial capital infiltrates classrooms via means of digital technology,and is reassigning meaning to teacher entrepreneurship,lowering standards of instructional design,and bringing about detrimental shifts to teacher-teacher and teacher-student relationships.Against a global script of capital infiltration into classrooms,this study highlights safeguarding strategies of improving the monitoring mechanism of the edu-business complex,establishing a comprehensive education community,and strengthening quality-culture in curriculum design.
edu-businessteacher entrepreneurshipcourse material tradingU.S.K-12 education
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