Too Important to Fail: The Banking Concept of Education and Standardized Testing in an Urban Middle School

Autor/in	Bybee, Eric Ruiz
Titel	Too Important to Fail: The Banking Concept of Education and Standardized Testing in an Urban Middle School
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 56 (2020) 4, S.418-433 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bybee, Eric Ruiz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2020.1757451
Schlagwörter	Standardized Tests; High Stakes Tests; Urban Schools; Middle Schools; Middle School Students; Politics of Education; Humanization; Neoliberalism; Accountability; Teacher Student Relationship; New York (New York) + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Educational policy; Bildungspolitik; Humanisierung; Neo-liberalism; Neoliberalismus; Verantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Paulo Freire's influential concept of "banking" education describes an oppressive process that positions teachers as the "depositors" of knowledge into passive student "receptacles." However, according to Freire, teachers also have an "ontological vocation to be more fully human" that can only be achieved through freedom from oppression. In this article, I use Freire's concept of banking education to reflect on my experiences giving standardized tests during my final year teaching at a high-need middle school in New York City. Drawing from narrative inquiry methodology, I bring these teaching/testing experiences into conversation with the sociopolitical discourse on banks and argue that the contradiction and dehumanization of standardized banking models oppress both students and teachers. I argue that neoliberal forms of "accountability" in public education also force educators to substitute the humanization and freedom of student engagement for a type of "proxy personhood" achieved through acting on behalf of corporations. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01