Through conversations in honor of Dale D. Johnson, this book takes a critical view of the monoculture in curriculum and policy that has developed in education with the increase of federal funding and privatization of services for public education, and examines the shift from public interest and control to private and corporate shareholder hegemony. Most states' educational responsibilities-assessment of constituents, curriculum development, and instructional protocols-are increasingly being outsourced to private enterprises in an effort to reduce state budgets. These enterprises have been given wide access to state resources such as public data from state-sanctioned testing results, field-testing rights to public schools, and financial assistance. Chapter authors challenge this paradigm as well as the model that has set growing premiums on accountability and performance measures. Connecting common impact between the standards movement and the privatization of education, this book lays bare the repercussions of high-stakes accountability coupled with increasing privatization.
Winner of The Society of Professors of Education Book Award (2018)
Publisher: Taylor & Francis Ltd
Number of pages: 304
Weight: 599 g
Dimensions: 229 x 152 mm
"This book offers new and important research on a timely, critical, and contentious topic, the standards movement as a privatizing and profit-making venture. Representing work by respected established and emergent scholars from the US, Asia and Europe, it argues that emphases on accountability and performance are bad for our schools, students, teachers and communities, and offers powerful examples of resistance to these damaging trends." - Therese Quinn, University of Illinois at Chicago, USA
"Ness and Farenga have assembled an insightful array of topics--ranging from testing to issues of race, gender and class--critical for understanding today's educational climate. In an era of intensifying privatization, this text is a must-read for anyone seeking to not only understand, but also resist what is happening to the public commons. Those expecting more than lukewarm analyses and reformism will not be disappointed."--Faith Agostinone Wilson, Professor of Education, Aurora University, USA