Unalienated Recognition as a Feature of Democratic Schooling

The current era of standards and accountability in U.S. public schooling narrows recognition and assessment to an almost exclusive focus on the production of test scores as legitimate markers of student achievement. This climate prevents rather than encourages democratic forms of exchange within and...

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Bibliographic Details
Published in:Democracy & education 2012-09, Vol.20 (2)
Main Author: Rheingold, Alison
Format: Article
Language:English
Subjects:
Academic Achievement
Accountability
Case Studies
Civil Rights
Curricula
Democracy
Educational Change
Grade 7
Influence
Interviews
Learner Engagement
Maine
Measurement
Middle School Students
Public schools
Rating of
Recognition (Achievement)
Scores
Standardized tests
Students
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Summary:The current era of standards and accountability in U.S. public schooling narrows recognition and assessment to an almost exclusive focus on the production of test scores as legitimate markers of student achievement. This climate prevents rather than encourages democratic forms of exchange within and across social worlds. Via a case study of one student's experience in a project on the civil rights movement, I present the concept of "unalienated recognition" to describe a form of democratic exchange that centers on what students produce through community-based projects. (Contains 4 notes.)
ISSN:1085-3545