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ERIC Number: EJ1133923
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1358-684X
Tracing the Discourses of Accountability and Equity: The Case of the Grade 4 Literacy Test in Jamaica
Lewis-Fokum, Yewande; Colvin, Carolyn
Changing English: Studies in Culture and Education, v24 n1 p11-23 2017
In an attempt to understand how a narrowed version of accountability in the form of high-stakes assessment deepens inequity rather than improves educational equity, we examine three education documents in Jamaica using critical discourse analysis. Our two research questions were: How did each government document position the Grade Four Literacy Test? What did that positioning signify in terms of accountability and equity? Our analyses reveal that the discourse of equity becomes silenced or overpowered in the presence of powerful discourses of accountability. It is to this extent, we contend, that a narrower version of accountability in the form of high-stakes testing serves to compound and complicate inequities in education. We offer the view that a more comprehensive framework for accountability in which teachers are supported and literacy projects are comprehensive and sustained moves closer to achieving, over the long run, the equity that is needed in literacy at the primary level in Jamaica.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jamaica
Grant or Contract Numbers: N/A