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ERIC Number: EJ976240
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1740-0201
Elise Boulding's Work as a Framework for Dismantling "No Child Left Behind": Respect, Solitude, Imagination and Partnerships
Shannon-Baker, Peggy
Journal of Peace Education, v9 n2 p169-184 2012
This paper utilizes the work of Elise Boulding as a theoretical framework for analyzing the potentials and shortcomings of the US educational policy, "No Child Left Behind Act of 2001" (NCLB). The interrelated concepts of respect, solitude, imagination, and partnerships from Boulding's scholarship are detailed. NCLB is summarized along with its historical context, based in the "Elementary and Secondary Education Act of 1965," its assumptions, goals, and the arguments of supporters and critics of the policy. Examples of how Boulding's concepts are and can be employed in the US classrooms, even despite NCLB, are discussed. Concluding the paper, the contradictions between the assumptions and results of NCLB and Boulding's framework are exposed to ultimately argue that "No Child Left Behind" must be largely dismantled in order to honor Boulding's legacy and challenge of enabling peace. (Contains 1 figure and 6 notes.)
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 - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001