Systemic Colonization of the Educational Lifeworld: An Example in Literacy Education

Autor/in	Lee, Cheu-jey George
Titel	Systemic Colonization of the Educational Lifeworld: An Example in Literacy Education
Quelle	In: Educational Philosophy and Theory, 46 (2014) 1, S.87-99 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1111/j.1469-5812.2011.00812.x
Schlagwörter	Reading Tests; Literacy Education; Standardized Tests; Test Use; Reading Research; Scientific Research; Systems Approach; Theories; Educational Practices; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Lesetest; Standadised tests; Standardisierter Test; Testanwendung; Leseforschung; Systemischer Ansatz; Theory; Theorie; Bildungspraxis
Abstract	This article examines the impact of the reading assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), on literacy education through the Habermasian lens. It argues that DIBELS, along with other systemic forces, has surged beyond its domain as a mere assessment and colonized the lifeworld of literacy education by distorting the meaning of the teaching and learning of literacy. This article calls for a critical reflection on the systemized practices in literacy education and for a return to a lifeworld where literacy is considered more than a testable skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10