Here, There and Everywhere

A Critical Discourse Analysis of the Let Our Kids Be Kids protest

“…It is this expressed need to ensure that children are productive in adult life that is reflected in the government’s control of the national curriculum. Hayler (2017: 19) argued that there was a ‘conflict between teachers feeling able to help pupils to learn and develop knowledge and skills that equip them for life and the narrow focus on knowledge and skills that equip them for tests which are imposed’, yet skills for life are still considered the focus of education. This is also an area of agreement with the Let Our Kids Be Kids protest – that children should be prepared for the world of work.…”

“…Many reforms throughout education are centred on raising children’s attainment within specific subjects that are considered to enhance future employment. Schools, teachers and children have all become units of measurement within the education system, reflecting technologies of power, in which a policy discourse of accountability has become normalised (Ball, 2013; Carr, 2016; Hayler, 2017). As a result, the focus on further control has been seen within primary education with the introduction of the new, more rigorous forms of primary SATs.…”

“…Government education reforms have had an increased focus on the rigorous testing of primary school children, with the rhetoric that schools must set high expectations for all pupils and be held accountable via pupil performance (Department for Education, 2016a). Teaching strategies and practices now support the testing of pupils and the use of test data, through which schools endeavour to meet government accountability standards (Atkinson, 2015; Carr, 2016; Hayler, 2017; Hutchings, 2015). Reliance on testing can be considered as dehumanising to teachers and pupils, whereby all are reduced to numerical value based on test scores.…”

“…This form of dehumanisation could also apply to parents, as poor pupil performance is often attributed to poor parenting (Wood and Brownhill, 2018). Research suggests that pupil identities and their worth to the school system are linked to their test scores via pupil tracking technologies (Hayler, 2017; Rutledge et al., 2013). Numerous research studies, both nationally and globally, report the negative effects of the testing regime on children (Alexander, 2010; Hayler, 2017; Hursh, 2008; Hutchings, 2015; Lingard et al., 2013; Saltman, 2014; West, 2010).…”

“…Research suggests that pupil identities and their worth to the school system are linked to their test scores via pupil tracking technologies (Hayler, 2017; Rutledge et al., 2013). Numerous research studies, both nationally and globally, report the negative effects of the testing regime on children (Alexander, 2010; Hayler, 2017; Hursh, 2008; Hutchings, 2015; Lingard et al., 2013; Saltman, 2014; West, 2010). Many reports suggest that SATs are causing anxiety, disaffection and mental health problems within children as young as six.…”