Test-Based Accountability, Standardized Testing and Minority/Racialized Students' Perspectives in Urban Schools in Canada and Australia

Autor/inn/en	Rezai-Rashti, Goli M.; Lingard, Bob
Titel	Test-Based Accountability, Standardized Testing and Minority/Racialized Students' Perspectives in Urban Schools in Canada and Australia
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 5, S.716-731 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1843112
Schlagwörter	Accountability; Standardized Tests; Minority Group Students; Student Attitudes; Urban Schools; Foreign Countries; High School Students; Student Experience; Educational Policy; Social Class; Social Influences; School Choice; Canada (Vancouver); Canada (Toronto); Australia + Suchen Sie Ihr Suchwort? Verantwortung; Standadised tests; Standardisierter Test; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Politics of education; Bildungspolitik; Social classes; Soziale Klasse; Sozialer Einfluss; Choice of school; Schulwahl; Australien
Abstract	This paper focuses on the perspectives of minority/racialized students in urban high schools. It is based on findings of interviews with 85 students in six secondary schools in Toronto and Vancouver, Canada, and in Melbourne, Australia, during 2016-2019. While there has been increasing attention to closing the racial achievement gap and some minority students' underachievement in education, there are limited studies that centre the voices of students and their experiences with provincial and nationally mandated testing. This paper is not an investigation into minority students' achievement; rather it seeks to understand how minority students perceive and experience this new form of test-based accountability. Grounding the analysis within theories of policy sociology and neoliberal accountability, this paper concludes that current policies of standardized testing have catalysed further inequities and segregation of students based on their 'race' and social class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01