Hyper-accountability, corporatization, deficit ideology, and Ruby Payne’s preparation of teachers to comply with these and other atrocities are not merely markers of philosophical shifts in education. They are manifestations of a neoliberal remaking of public schooling into a private and corporate enterprise. Collectively, these trends are seen not just as an imposition, but as an assault on quality pedagogy; an assault on democratic ideals of equity and social justice; and an assault on kids compelled to participate simply because they are public school students. This edited collection is a response by critically-minded educators, activists, and scholars – both a reaction to and a call to action against these vilifications. It is critical reading for students, professors, administrators, and policy makers involved in public education.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2011. X, 257 pp., num. graphs
Contents: Annette Henry: Foreword – Roberta Ahlquist/Paul C. Gorski/Theresa Montaño: Introduction – Roberta Ahlquist: The
‘Empire’ Strikes Back via a Neoliberal Agenda: Confronting the Legacies of Colonialism – Sue Books: What We Don’t Talk About
When We Talk About «The Achievement Gap» – Ann Berlak: Can Standardized Teacher Performance Assessment Identify Highly Qualified
Teachers? – Brian Lack: Anti-Democratic Militaristic Education: An Overview and Critical Analysis of KIPP Schools – Richard
Lakes/Paul McLennan/Jennifer Sauer/Mary Anne Smith: Exposing the Myths of the Corporate City: Popular Education and Political
Activism in Atlanta – Lisa Martin: Ground Zero in a Corporate Classroom – Virginia Lea: Why Aren’t We More Enraged? – Paul
C. Gorski: Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education
– Monique Redeaux: A Framework for Maintaining White Privilege: A Critique of Ruby Payne – Theresa Montaño/Rosalinda Quintanar-Sarellana:
Undoing Ruby Payne and Other Deficit Views of English Language Learners – Julie Keown-Bomar/Deborah Pattee: What’s Class Got
to Do with It? A Pedagogical Response to a Deficit Perspective.