ERIC Number: EJ943344
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 57
Accountability to Whom? Testing and Social Justice. A Response to "Imagining No Child Left Behind Freed from Neoliberal Hijackers"
Kritt, David W.
Democracy & Education, v19 n2 Article 7 2011
In response to Eugene Matusov's article in this journal, Kritt addresses assumptions of the large-scale testing central to NCLB. Discussion of studies of urban kindergarten children that examine cognitive variability, including the assertion of ability, focuses on how this affects the student as a learner, as well as as a teacher. In contrast, Matusov questions root assumptions of schooling, casting engagement in socially valued activities as an issue of human rights. This view is criticized as overly socialized. It is argued that surface-level functioning in a cultural context is not sufficient for full participation in a democracy.
Descriptors: Federal Legislation, Politics of Education, Educational Assessment, Testing, Role, Social Justice, Democracy, Attitudes, Intelligence, Nature Nurture Controversy, Outcomes of Education, Educational Opportunities, Cultural Context, Social Environment, Differences, Urban Education, Educational Research, Kindergarten, Accountability
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: email@example.com; Web site: http://lclark.edu/org/journal
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001