Standards and Charters: Horace Mann Meets Tinker Bell

Paris, David C.

doi:10.1177/0895904898012004002

Cited by 6 publications

(8 citation statements)

References 5 publications

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“… 4. David Paris (1998) argues that the notion of “what works,” that is, specific educational practices with predictable outcomes, may derive as much from the will to believe as from objective evidence.…”

mentioning

confidence: 99%

Skills and selves in the new workplace

Urciuoli¹

2008

American Ethnologist

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In the neoliberal imaginary of contemporary capitalism, workers' employment value depends on their skills. Skills terms, especially communication, team, and leadership, formulate aspects of personhood and modes of sociality as productive labor. The key semiotic properties of skills terms are strategic indexicality (expressing alignment with corporate values) and denotational indeterminacy (knowledge and practices referred to as skills are quite disparate). Yet all skills are assumed to be commensurable and readily available for inculcation into workers. Drawing from Internet sites marketing skills‐related services, I explore the semiotic properties of discourses that facilitate skills' commensurability and commodification. [neoliberalism, discourse analysis, corporate culture, labor history, communication, commodification]

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confidence: 99%

Skills and selves in the new workplace

Urciuoli¹

2008

American Ethnologist

480

298

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“…Rather than local boards and parents setting schools' policy agendas, the state is de ning the parameters such that parents have less direct voice in educational programming and policy formation. This is an observation others have made of the state of US public education (Paris, 1998;Nappi, 1999) and one that I observed in studying the formation and the trajectories of these two charter schools.…”

Section: Charter Schoolsmentioning

confidence: 61%

“…With the exception of several studies (e.g. Paris, 1998;Wells et al, 1999) , few attempt to use charter schools as a heuristic lens for exploring the role of schooling in US society. Several sociological studies have emphasized the administrative aspects of charter schools (e.g.…”

Section: Literature Reviewmentioning

confidence: 97%

Consumerism and Gender in an Era of School Choice: A look at US Charter Schools

Stambach¹

2001

Gender and Education

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This article concerns gendered dimensions of parental involvement in two US charter schools. Drawing on the narratives of parents who have founded charter schools, and on conversations with school administrators and parents in the main public school district, it presents an analysis of the way parent-teacher interactions are being reframed in the context of school choice. The author argues that in a context in which parents are being asked both to produce and consume new educational programs, parents-practically speaking, mothers-who involve themselves in organizing charter schools run the risk of being seen as stepping out of their roles as consumers and caregivers. The implications of mothers' involvement in charter schools for parent-teacher interactions and for the trajectory of school reform are explored.

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“…In the year 1893, we had the “latest instance of what might be called the mobilization of the schools for national purposes” (Paris, 1998, p. 382). The school had always been called upon to fight nationalistic battles since after the Second World War, such as to fight the Cold War in the 1950s and the war against poverty in the 1960s.…”

Section: Historical Overview Of the Standardized Testmentioning

confidence: 99%

Standardized Entrance/Aptitude Testing in the Era of Foucault’s Panopticon: The Bilingual Student and the Minority Student

Khan

2019

Education and Urban Society

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Standardized testing is an applauded system of testing due to the uniformity that it offers. The idea is that in standardized testing, because every student is being asked exactly the same question and each question has only one specific answer, standardized examinations are neutral, value free, and exonerated from the subjectivity that an examiner or teacher may inhibit. The reality is far from it. Using a Foucauldian panoptic perspective and focusing on what is known as the aptitude or entrance examination, I argue that standardized examinations are designed in such a way that bilingual and minority students shall not score on par with their monolingual majority counterparts. The questions are designed in such a way that those students who code switch (due to bilingualism) are placed at a disadvantage. Similarly, the culture represented in the examination is White middle class, hence making the examination relatively more difficult for minority students.

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Standards and Charters: Horace Mann Meets Tinker Bell

Cited by 6 publications

References 5 publications

Skills and selves in the new workplace

Skills and selves in the new workplace

Consumerism and Gender in an Era of School Choice: A look at US Charter Schools

Standardized Entrance/Aptitude Testing in the Era of Foucault’s Panopticon: The Bilingual Student and the Minority Student

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