Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism

Autor/in	Au, Wayne
Titel	Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism
Quelle	In: Educational Policy, 30 (2016) 1, S.39-62 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904815614916
Schlagwörter	High Stakes Tests; Standardized Tests; Neoliberalism; Multicultural Education; Educational Change; Accountability; Urban Schools; Politics of Education; Social Justice; Racial Bias; Equal Education; Intelligence Tests; Educational Legislation; Federal Legislation; Achievement Gap; Discipline + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Neo-liberalism; Neoliberalismus; Multikulturelle Erziehung; Bildungsreform; Verantwortung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational policy; Bildungspolitik; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Intelligence test; Intelligenztest; Bildungsrecht; Schulgesetz; Bundesrecht; Disziplin
Abstract	High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of "racial projects" and "neoliberal multiculturalism," and drawing on historical and empirical research, this article argues that not only does high-stakes, standardized testing serve to further racial inequality in education, it does so under the guise of forms of anti-racism that have been reconstituted as part of a larger neoliberal project for education reform. This mix of neoliberalism, high-stakes testing, and official anti-racisms that are used to deny structural, racialized inequalities are a manifestation of what the author calls, "Meritocracy 2.0." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01