Article thumbnail

By

By Pedagogy, Suzanna Klaf M. A and Suzanna Klaf

Abstract

the state of public education and bring all students to grade level by 2013-2014. This is to be achieved by holding all schools accountable to the public. Accountability mechanisms are deployed in order to align underperforming schools with the neoliberal rationality underpinning contemporary school governance. In this dissertation I critique NCLB. I do so by filtering the policy through Foucauldian and critical geographic lenses. Foucault’s concepts of governmentality, biopower, techniques of governance, and power/knowledge lend themselves to unpacking and understanding NCLB for what it is: a policy that is imbued with power, circulates power, and produces power/knowledge. Despite the top-down nature of NCLB, I argue that in the Foucauldian sense there is room for critique/resistance at multiple scales and by multiple actors. I argue that NCLB’s aspatial, de-contextual and colorblind nature has real socio-spatial consequences. I problematize the taken-for-granted NCLB accountability ii mechanisms. In addition to a text-based critique, I weave original illustrations as part of

Year: 2016
OAI identifier: oai:CiteSeerX.psu:10.1.1.826.6740
Provided by: CiteSeerX
Download PDF:
Sorry, we are unable to provide the full text but you may find it at the following location(s):
  • https://etd.ohiolink.edu/%21et... (external link)
  • https://etd.ohiolink.edu/%21et... (external link)
  • http://citeseerx.ist.psu.edu/v... (external link)
  • Suggested articles


    To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.