Accountability to Whom? Testing and Social Justice. A Response to "Imagining No Child Left Behind Freed from Neoliberal Hijackers"

Authors

David W. Kritt, City University of New York, College of Staten IslandFollow

Abstract

In response to Eugene Matusov’s article in this journal, Kritt addresses assumptions of the large-scale testing central to NCLB. Discussion of studies of urban kindergarten children that examine cognitive variability, including the assertion of ability, focuses on how this affects the student as a learner, as well as as a teacher. In contrast, Matusov questions root assumptions of schooling, casting engagement in socially valued activities as an issue of human rights. This view is criticized as overly socialized. It is argued that surface-level functioning in a cultural context is not sufficient for full participation in a democracy.

Response to Article

Eugene Matusov, Imagining No Child Left Behind Freed from Neoliberal Hijackers

Recommended Citation

Kritt, D. W. (2011). Accountability to Whom? Testing and Social Justice. A Response to "Imagining No Child Left Behind Freed from Neoliberal Hijackers". Democracy and Education, 19 (2), Article 7.
Available at: https://democracyeducationjournal.org/home/vol19/iss2/7