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| Autor/in | Howley, Craig B. |
|---|---|
| Titel | Distortions of Rural Student Achievement in the Era of Globalization. |
| Quelle | (1998), (39 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Accountability; Citizen Participation; Criticism; Education Work Relationship; Elementary Secondary Education; Politics of Education; Public Policy; Role of Education; Rural Areas; Rural Education; School Community Relationship; State School District Relationship |
| Abstract | This essay critiques the way in which state accountability schemes reify aggregated achievement test scores and help undercut the meanings that inform properly rural sorts of education. The contemporary phenomenon of accountability is examined, along with its relation to the threatened meanings of rural life, the identity of the rural victims of accountability, and some rural-friendly alternatives. The critique links locally manifested subversions (the depredations of rural ways of being and knowing that lead to misuse of the land and rural communities) to cosmopolitan (macro-level) phenomena, including the structure of U.S. agriculture, the declining historical importance of the nation-state as a political entity, and the revised institution of citizenship under the regimen of globalization. The concluding discussion considers the requirements of accountability measures more appropriate to the rural circumstance. Elements of such measures include stewardship, the attitude of mutual care (possibly promoted by multiplying the number of public schools and decreasing their size), and critical accounts delivered to the public by internal and external forums. Four caveats point out a more stewardly use of tests. Contains 69 references. (Author/SV) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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