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ERIC Number: EJ830092
Record Type: Journal
Publication Date: 2009-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1750-8487
Considering Alternatives for Federal Education Policy in the United States: A Critical Perspective on No Child Left Behind
Edmondson, Jacqueline; D'Urso, Alexandra
Critical Studies in Education, v50 n1 p79-91 Feb 2009
The pending reauthorization of No Child Left Behind (NCLB) Act, the George W. Bush administration's iteration of the Elementary and Secondary Education Act, provides an important opportunity to consider what federal education policy could be in the United States. In this paper, we explain how the rationalization of education, particularly of reading instruction, has led to the failure of NCLB, even on its own terms. Our analysis critiques the underlying assumptions of this policy and proposes different possibilities for education policy, particularly the potential for policy to: (1) provide possibilities for all citizens to engage in democratic life, (2) provide access to information, and (3) to embrace the complexities of learning and literacy.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001