Texts and images: The study of culture in the literature curricula of Puerto Rico and New Yor

This study examined cultural processes of the education systems of New York State and the Commonwealth of Puerto Rico as these processes bear on curricula. This was done by focusing on curricular conceptions about the literary study of culture at the high school level. The study used a case study approach, consisting of qualitative and interpretive methods of data gathering and analysis. It also applied discourse analysis methods to the documentary and interview data. Each system was treated as a case. The findings in each state were compared to arrive at a cultural image of both educational systems.;Puerto Rico's systemic culture presented a highly directive administrative style. This was evident in state mandated literary texts and highly detailed curricular documents issued as policy statutes. However, the educational system of Puerto Rico maintains a relatively heterogeneous culture evident in its curricular discourse practices. In New York, general central policies regulated by the Board of Regents steer but do not decide districts' production of specific curricular content for the teaching of literature and selection of literary texts. This results in more heterogeneous discourse practices and systemic culture when compared with Puerto Rico. In both systems, cultural heterogeneity also seems to be a factor of textual ambiguities in curricular documents and how teachers solve them and/or opt for choices not offered in official curricula. These differences in administrative styles and ensuing heterogeneity were evident in how teachers and official curricula generally agreed or disagreed on classification of literary texts, important concerns of the literary study of culture and idealistic or social approaches used to study literature.