International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2009, Vol. 5(1) 69-77

The Pedagogy of Oppression: A Brief Look at ‘No Child Left Behind’ (Chinese Translation)

Ramin Farahmandpur & Peter McLaren Translated by: Liang Meng

pp. 69 - 77   |  Manu. Number: ijpe.2009.012

Published online: February 15, 2009  |   Number of Views: 2  |  Number of Download: 23


Abstract

The driving forces behind the recent educational policies of the No Child Left Behind Act passed in 2001 are neoliberal social and  economic  policies  that  favour outsourcing and downsizing methods of production in the name of flexibility and efficiency. Under the neoliberal economic model, schools must perform similarly to corporate entities. Just as the Dow Jones stock indices measure the performance of companies and represent the pulse of Wall Street, so too  the  Adequate  Yearly  Progress Report (AYP) measures and ranks the performance of public schools. One of the most pernicious results of the No Child Left Behind Act is that states can now indefinitely close or restructure “underperforming schools,” those that fail to meet the requirements established by the  AYP.

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How to Cite this Article?

APA 6th edition
Farahmandpur, R. & Meng, P.M.b.L. (2009). The Pedagogy of Oppression: A Brief Look at ‘No Child Left Behind’ (Chinese Translation) . International Journal of Progressive Education, 5(1), 69-77.

Harvard
Farahmandpur, R. and Meng, P. (2009). The Pedagogy of Oppression: A Brief Look at ‘No Child Left Behind’ (Chinese Translation) . International Journal of Progressive Education, 5(1), pp. 69-77.

Chicago 16th edition
Farahmandpur, Ramin and Peter McLaren Translated by: Liang Meng (2009). "The Pedagogy of Oppression: A Brief Look at ‘No Child Left Behind’ (Chinese Translation) ". International Journal of Progressive Education 5 (1):69-77.