Education Reform - Who is it helping and what should it be ?, Index -…
Education Reform - Who is it helping and what should it be ?
conflicting views of
racial, class, and gender justice in education .
Power struggle leading to no constant policy or result.
Neo-Liberal inspired market proposal
Howe's interpretation of equal access
social economic difference is completely ignored
Neo-liberal, neo conservative, middle class managerial inspired regulatory proposal
reproduction of both dominant pedagogical and curricular forms and ideologies and the social privileges that accompany them. (P 12)
School choice (p 41)
Middle-class parents have become quite skilled, in general, in exploiting market mechanisms in education and in bringing their social, economic, and cultural capital to bear on them (p 21)
Benefitting the middle class
Deregulation of teaching profession (p-41)
Shift away from democratic governance (p-41)
Competition for resources and production of educational output (p-41)
Output -High stake standardized Test scores
Misrepresented, biased ,inaccurate
neoliberal multiculturalism - Racialization of economic class (p 42)
Thin on Morality
Marginalized communities are identified as failure (p - 42)
Resulting in closing the schools being identified as failures and further making education inaccessible to the students living in marginalized communities.
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Providing profit-making corporations with access to resources devoted to public education (p--41)
Advocates of marketized “choice” plans assume that competition will enhance the efficiency and responsiveness of schools, as well as give disadvantaged children opportunities that they currently do not have, this may be a false hope (p. 58). (p19)
corporations caters to Motivated parents and able students ( P20)
The students that need help are left out
Maintaining the status quo under the blanket of education reforms
Thin on morality
Policy should be fluid with a balance between idea and implementation
Thick in morality
Defensible, articulate, and fully fleshed-out alternative critical and progressive policies and practices in curriculum, teaching, and evaluation need to be developed and made widely available (p-40)
One size fits all has not worked till now.
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