This exploratory article draws on multiple theoretical lenses and empirical research to focus on collaboration-consensus/conflict and power as experienced within literacy curriculum change efforts. Conflict and collaboration processes are discussed in the literature but remain dualistic and lack the nuance of deeper understanding. The article presents findings from two case studies of curriculum directors and others engaged in struggles to improve literacy curricula. Findings point toward the importance of more nuanced and theoretically robust conceptions of power and collaboration-consensus/conflict in curriculum change efforts. Implications for future research, practice, and curriculum leadership preparation conclude the piece.
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