ERIC Number: EJ1140915
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1946
EISSN: N/A
Seeing Like a State: How Educational Policy Misreads What Is Important in Schools
Knoester, Matthew; Parkison, Paul
Educational Studies: Journal of the American Educational Studies Association, v53 n3 p247-262 2017
In this study, we examine how the standardizing effects of federal and state education policies in the United States reflect particular ways of understanding the structure and function of education and schooling. This understanding impacts how policies affect schools and those who work and depend upon them. We argue that the disparity between how policy makers see and control schools and how those who live and work in them experiencing this pressure leads to serious problems based on what we argue are the misunderstandings of the needs of local school communities. Standardization attempts to bring a simplistic and linear map to an intrinsically complex ecology, resulting in needless stress, distraction, and dehumanization in schools.
Descriptors: Educational Policy, State Policy, Federal Regulation, Administrative Principles, Neoliberalism, Scores, Outcome Measures, Achievement Rating, Achievement Tests, Student Evaluation, Humanization, Caring, Policy Formation, Interpersonal Relationship, State School District Relationship, Local Issues, Educational Change, Educational Practices, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A