Opting out or Opting in? Test Boycott and Parental Engagement in American Public Education

Autor/in	Shuffelton, Amy B.
Titel	Opting out or Opting in? Test Boycott and Parental Engagement in American Public Education
Quelle	In: Educational Theory, 70 (2020) 3, S.317-334 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
Schlagwörter	Testing; Parent Participation; Public Education; Standardized Tests; Equal Education; Democratic Values; Power Structure; Educational Change; Resistance to Change; Resource Allocation; Activism; Illinois + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Elternmitwirkung; Öffentliche Erziehung; Standadised tests; Standardisierter Test; Bildungsreform; Ressourcenallokation; Aktivismus; Politischer Protest
Abstract	This article provides a "thick" understanding of how public school parents understand their decision to opt their children out of standardized tests. In it, Amy Shuffelton draws from qualitative research interviews with Chicago parents to explore how three mothers connected opting out of standardized testing to their broader commitments to public schools. In probing the democratic potential of their logic, Shuffelton points to avenues of hope for democratic and equitable public schooling. As scholars have argued on multiple grounds, public schools have generally preserved inequitable power relations and resource allocations rather than changed them, and this happens in part because of parental resistance to reforms they believe to be detrimental to the interests of their children. Precisely because privileged parents have and implement the power to use schooling to pass advantages to their own children, however, it is important to consider when and why some of these parents instead see reason to build a public school system that shares those advantages widely. Putting these parents' explanations for opting out of testing into conversation with ideas about the democratic public in texts by John Dewey and Bonnie Honig, Shuffelton finds potential pathways, as well as hurdles, to reviving commitment to public schooling. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01