Research article | Open Access
International Journal of Progressive Education 2009, Vol. 5(1) 69-77
pp. 69 - 77
Publish Date: February 15, 2009 | Single/Total View: 16/395 | Single/Total Download: 19/637
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.
Keywords:
APA 7th 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.