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Universal versus local knowledge: No...

Feala Neuhoff, Catherine M.

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Universal versus local knowledge: No Child Left Behind as seen through teachers' eyes.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Universal versus local knowledge: No Child Left Behind as seen through teachers' eyes./
Author:	Feala Neuhoff, Catherine M.
Description:	240 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3435230
ISBN:	9781124328768

Universal versus local knowledge: No Child Left Behind as seen through teachers' eyes.
Feala Neuhoff, Catherine M.

Universal versus local knowledge: No Child Left Behind as seen through teachers' eyes. - 240 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .

Thesis (Ph.D.)--Michigan State University, 2010.

The passage into law of No Child Left Behind (NCLB) in 2002 gave the federal government and state agencies unprecedented presence and authority over the daily operations of public schools. A by-product of a long evolution of educational policy spanning over 90 years (Cross, 2004; McDonnell, 2005), one thesis explored in this study is that NCLB's logic sets both the law and public schools up for failure. With noble intentions of improving the human condition for all, the policy employs schools as a mechanism for change. To accomplish this, policymakers -- informed by business leaders -- draft a plan saturated with scientific reasoning and market theory where social efficiency happens because of the creation of objectively measured, quality standards; responsible parties are held accountable and sanctioned for when standards are not met; school improvement is prompted by competition where parents have the power to choose a more effective school and are given the fiscal resources to do so without concerns for deeply embedded cultural norms of educational stakeholders (Hursh, 2007; Mickelson & Southworth, 2005). In fact, this disrespect for the manner in which school people interact with students and their community in school spaces is intentional; NCLB aims to purge the educational system of irrationalities and past myths in favor of a more objective and rational approach. This conflict -- between the situated, local knowledge of practitioners and community members and the universal, technical knowledge employed by the federal government through NCLB -- is at the heart of why the policy might -- in the end -- fail to achieve its goal of student proficiency for all.

ISBN: 9781124328768Subjects--Topical Terms:

626654
Education, Sociology of.

Universal versus local knowledge: No Child Left Behind as seen through teachers' eyes.
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245 1 0 $a Universal versus local knowledge: No Child Left Behind as seen through teachers' eyes.
300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
500 $a Adviser: Suzanne M. WIlson.
502 $a Thesis (Ph.D.)--Michigan State University, 2010.
520 $a The passage into law of No Child Left Behind (NCLB) in 2002 gave the federal government and state agencies unprecedented presence and authority over the daily operations of public schools. A by-product of a long evolution of educational policy spanning over 90 years (Cross, 2004; McDonnell, 2005), one thesis explored in this study is that NCLB's logic sets both the law and public schools up for failure. With noble intentions of improving the human condition for all, the policy employs schools as a mechanism for change. To accomplish this, policymakers -- informed by business leaders -- draft a plan saturated with scientific reasoning and market theory where social efficiency happens because of the creation of objectively measured, quality standards; responsible parties are held accountable and sanctioned for when standards are not met; school improvement is prompted by competition where parents have the power to choose a more effective school and are given the fiscal resources to do so without concerns for deeply embedded cultural norms of educational stakeholders (Hursh, 2007; Mickelson & Southworth, 2005). In fact, this disrespect for the manner in which school people interact with students and their community in school spaces is intentional; NCLB aims to purge the educational system of irrationalities and past myths in favor of a more objective and rational approach. This conflict -- between the situated, local knowledge of practitioners and community members and the universal, technical knowledge employed by the federal government through NCLB -- is at the heart of why the policy might -- in the end -- fail to achieve its goal of student proficiency for all.
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