Racist Ordering, Settler Colonialism, and edTPA: A Participatory Policy Analysis

This article tells the story of an intervention by a collective of teacher educators on New York State’s adoption of edTPA. Too often in education policy analysis, issues of race are discussed briefly, if at all. This article argues that attending to constructions of race specific to settler colonia...

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Bibliographic Details
Published in:Educational policy (Los Altos, Calif.) Calif.), 2016-01, Vol.30 (1), p.197-217
Main Authors: Tuck, Eve, Gorlewski, Julie
Format: Article
Language:English
Subjects:
Colonialism
Critical Theory
Education policy
Educational Policy
Intervention
New York
Performance Based Assessment
Performance evaluation
Policy Analysis
Race
Racial Discrimination
Schools of Education
Standardized Tests
Teacher Certification
Teacher Educators
Teachers
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Summary:This article tells the story of an intervention by a collective of teacher educators on New York State’s adoption of edTPA. Too often in education policy analysis, issues of race are discussed briefly, if at all. This article argues that attending to constructions of race specific to settler colonialism is an important approach to education policy analysis.
ISSN:0895-9048
1552-3896
DOI:10.1177/0895904815616483