Raising Citizens or Raising Test Scores? Teach for America, "No Excuses" Charters, and the Development of the Neoliberal Citizen

Autor/in	Sondel, Beth
Titel	Raising Citizens or Raising Test Scores? Teach for America, "No Excuses" Charters, and the Development of the Neoliberal Citizen
Quelle	In: Theory and Research in Social Education, 43 (2015) 3, S.289-313 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2015.1064505
Schlagwörter	Qualitative Research; Case Studies; Charter Schools; Citizenship; Neoliberalism; Scores; Ideology; Educational Change; Educational Practices; Educational Objectives; Academic Achievement; Classroom Observation Techniques; Semi Structured Interviews; Lesson Plans; Culturally Relevant Education; Student Evaluation; Citizenship Responsibility; Citizen Participation; Justice; Citizenship Education; Louisiana + Suchen Sie Ihr Suchwort? Qualitative Forschung; Case study; Fallstudie; Case Study; Charter school; Charter-Schule; Staatsbürgerschaft; Neo-liberalism; Neoliberalismus; Ideologie; Bildungsreform; Bildungspraxis; Educational objective; Bildungsziel; Erziehungsziel; Schulleistung; Lesson planning; Unterrichtsplanung; Schulnote; Studentische Bewertung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Gerechtigkeit; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	This article addresses how teachers conceptualize and attempt to develop citizens within the context of market-based reforms. Findings are based on a qualitative case study of Teach For America teachers at a Knowledge is Power Program charter school in New Orleans. Using Westheimer and Kahne's taxonomy of citizenship, I provide evidence that participants envision multiple types of citizenship, yet only those who seek to develop personally responsible citizens, which I argue accept the fundamental tenets of neoliberalism, are able to actualize their goals and implement a pedagogy that reflects their ideology. Teachers' lack of capacity and freedom to develop participatory and justice-oriented citizens stands in stark contrast to the justice-based rhetoric employed by market-based reformers and further calls into question the assumption that increased test scores are an indication of successful reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01