Abstract
Examining education policy, specifically policy related to standards, testing and accountability, from a critical perspective reveals the dominance of neoliberal perspectives. Trends of individual motivators in the educational system limit the democratic curriculum development process. "Feel good" moments for policy makers lead to stifling policies for teachers and students. Utilizing a qualitative discourse analysis, the rationalization of contemporary education policies is deconstructed.
| Original language | American English |
|---|---|
| Pages (from-to) | 121-135 |
| Number of pages | 14 |
| Journal | Curriculum and Teaching Dialogue |
| Volume | 17 |
| Issue number | 1-2 |
| State | Published - Jan 2015 |
| Externally published | Yes |
Keywords
- Curriculum standards--laws
- Education Policy--Analysis
- Educational tests--laws
- regulations and rules
Disciplines
- Education
- Curriculum and Instruction
- Curriculum and Social Inquiry
- Educational Methods