Assault on Kids: How Hyper-Accountability, Corporatization, Deficit Ideologies, and Ruby Payne Are Destroying Our Schools. Counterpoints: Studies in the Postmodern Theory of Education, Volume 402

Sonst. Personen	Ahlquist, Roberta (Hrsg.); Gorski, Paul C. (Hrsg.); Montano, Theresa (Hrsg.)
Titel	Assault on Kids: How Hyper-Accountability, Corporatization, Deficit Ideologies, and Ruby Payne Are Destroying Our Schools. Counterpoints: Studies in the Postmodern Theory of Education, Volume 402
Quelle	(2011), (257 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4331-1229-4
Schlagwörter	Stellungnahme; Accountability; Ideology; Political Attitudes; Economic Development; Politics of Education; Achievement Gap; Teacher Evaluation; Teacher Effectiveness; Popular Education; Activism; Whites; English (Second Language); Second Language Learning; Social Class; Charter Schools; Georgia + Suchen Sie Ihr Suchwort? Verantwortung; Ideologie; Political attitude; Politische Einstellung; Wirtschaftsentwicklung; Educational policy; Bildungspolitik; Teacher appraisal; Lehrerbeurteilung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Befreiungspädagogik; Aktivismus; Politischer Protest; White; Weißer; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Social classes; Soziale Klasse; Charter school; Charter-Schule
Abstract	Hyper-accountability, corporatization, deficit ideology, and Ruby Payne's preparation of teachers to comply with these and other atrocities are not merely markers of philosophical shifts in education. They are manifestations of a neoliberal remaking of public schooling into a private and corporate enterprise. Collectively, these trends are seen not just as an imposition, but as an assault on quality pedagogy; an assault on democratic ideals of equity and social justice; and an assault on kids compelled to participate simply because they are public school students. This edited collection is a response by critically-minded educators, activists, and scholars--both a reaction to and a call to action against these vilifications. It is critical reading for students, professors, administrators, and policy makers involved in public education. Contents of this book include: (1) Introduction (Roberta Ahlquist, Paul C. Gorski and Theresa Montano); (2) The 'Empire" Strikes Back via a Neoliberal Agenda: Confronting the Legacies of Colonialism (Roberta Ahlquist); (3) What We Don't Talk About When We Talk About "The Achievement Gap" (Sue Books); (4) Can Standardized Teacher Performance Assessment Identify Highly Qualified Teachers? (Ann Berlak); (5) Anti-Democratic Militaristic Education: An Overview and Critical Analysis of KIPP Schools (Brian Lack); (6) Exposing the Myths of the Corporate City: Popular Education and Political Activism in Atlanta (Richard Lakes, Paul McLennan, Jennifer Sauer and Mary Anne Smith); (7) Ground Zero in a Corporate Classroom (Lisa Martin); (8) Why Aren't We More Enraged? (Virginia Lea); (9) Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education (Paul C. Gorski); (10) A Framework for Maintaining White Privilege: A Critique of Ruby Payne (Monique Redeaux); (11) Undoing Ruby Payne and Other Deficit Views of English Language Learners (Theresa Montano and Rosalinda Quintanar-Sarellana); and (12) What's Class Got to Do with It? A Pedagogical Response to a Deficit Perspective (Julie Keown-Bomar and Deborah Pattee). [Foreword by Annette Henry.] (ERIC).
Anmerkungen	Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10