Historical Analysis: Tracking, Problematizing, and Reterritorializing Achievement and the Achievement Gap
| Autor: | Zoe Falls, Guieswende Rouamba, Justin Olmanson |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
History of education
media_common.quotation_subject 05 social sciences ComputingMilieux_PERSONALCOMPUTING Subject (philosophy) 050301 education State (polity) Political science 0502 economics and business Pedagogy ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Tracking (education) 050207 economics Deconstruction Construct (philosophy) 0503 education Curriculum Grade level media_common |
| DOI: | 10.1108/s2051-231720170000005004 |
| Popis: | For more than a century, state and federal governments and organizations have used different measures to determine if students and groups of students have achieved in a particular subject or grade level. While the construct of achievement is applied irrespective of student differences, this equal application turns out to be anything but equitable. In this chapter, we work to understand the way achievement plays out for Black students by deconstructing how the word achievement works. In doing so, we track the history of education, testing, and curriculum as it has been applied to Black youth and youth of color. |
| Databáze: | OpenAIRE |
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