The Construction of "Illiterate" and "Literate" Youth: The Effects of High-Stakes Standardized Literacy Testing

Autor/in	Kearns, Laura-Lee
Titel	The Construction of "Illiterate" and "Literate" Youth: The Effects of High-Stakes Standardized Literacy Testing
Quelle	In: Race, Ethnicity and Education, 19 (2016) 1, S.121-140 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2013.843520
Schlagwörter	Illiteracy; Disadvantaged Youth; Standardized Tests; High Stakes Tests; Secondary School Students; Social Control; Power Structure; Student Attitudes; Foreign Countries; English (Second Language); Second Language Learning; Immigrants; Self Concept; Social Justice; Canada + Suchen Sie Ihr Suchwort? Analphabetismus; Benachteiligter Jugendlicher; Standadised tests; Standardisierter Test; Sekundarschüler; Soziale Kontrolle; Schülerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Selbstkonzept; Soziale Gerechtigkeit; Kanada
Abstract	High-stakes standardized literacy testing is not neutral and continues to build upon the legacy of dominant power relations in the state in its ability to sort, select and rank students and ultimately produce and name some youth as illiterate in contrast to an ideal white, male, literate citizen. I trace the effects of high-stakes standardized testing by using the voices of 16 youth who failed the Ontario Secondary School Literacy Test (OSSLT) to illustrate how the "illiterate youth" revealed to students, schools, and communities by this test is culturally and socially constructed. In an age where multiple literacies are more and more valued, standardized literacy testing acts as a form of social control projected upon the "adolescent" body that has historically been deemed "other" or "deficient." Just as colonized subjects needed to be "civilized," so youth now need to acquire a state defined literacy in a competitive and fast paced learning environment. This article helps to demonstrate how power operates on marginalized youth through standardized literacy testing that is being used transnationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01