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ERIC Number: EJ1110788
Record Type: Journal
Publication Date: 2016
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0161-4681
Examining Competing Notions of Social Justice at the Intersections of High-Stakes Testing Practices and Parents' Rights: An Inclusive Education Perspective
Waitoller, Federico R.; Pazey, Barbara L.
Teachers College Record, v118 n14 2016
In this chapter, we examine tensions that can materialize at the intersection of high-stakes accountability assessments and the rights of parents of students with dis/abilities. We bring to the surface and analyze the competing notions of social justice that have fueled the implementation of both high-stakes testing and the inclusion of students with dis/abilities in public schooling. Our purpose is to problematize narrow discussions about high-stakes testing and students with dis/abilities, contextualizing them in broader struggles for inclusive education. To achieve this task, we examine an event, framed as a case study, which emerged from a larger research project (Kozleski & Waitoller, 2010). Our analysis is informed by an understanding of inclusive education as situated practice in which historically evolving notions of justice are tangled and enacted to negotiate situated identities. We conclude with implications for practice and accountability models.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A