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