ERIC Number: EJ1024151
Record Type: Journal
Publication Date: 2014-Jun
Abstractor: As Provided
Reference Count: 68
A Cultural Analysis of the Achievement Gap Discourse: Challenging the Language and Labels Used in the Work of School Reform
Carey, Roderick L.
Urban Education, v49 n4 p440-468 Jun 2014
In this article, I critique the labels and terms used to frame practices aimed at closing the achievement gap. I examine how an unacknowledged "achievement gap Discourse" has emerged from the language that informs practices and policies of contemporary school reform. I use Gee's uppercase "Discourse" and a cultural analytic framework to critique what I refer to as the achievement gap "Discourse." I challenge educational stakeholders to rethink (a) student comparisons, (b) teacher and student assessments, (c) labels, (d) community input and involvement, and (e) the collective commitment to public schooling as an institution.
Descriptors: Achievement Gap, Academic Achievement, Discourse Analysis, Criticism, Educational Practices, Educational Policy, Educational Change, Public Schools, Guidelines, Comparative Analysis, Urban Education, Popular Culture, Race, Self Concept, Federal Legislation
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001