How can teachers teach for social justice within the confines of the No Child Left Behind era? an inquiry into tensions between classroom teachers and mandated curriculum and methodologies

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Patti Lamb Self (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
H. Svi Shapiro

Abstract: Careful journaling spanning ten years of classroom work in elementary and middle school grades was the data used in the research. Utilizing journals and various forms of correspondence and note-taking, this investigation demonstrates what is required of classroom teachers and the reaction to more and more demands being made on their time with students. The research indicated that standardized testing, data collection and the dehumanization of students and deskilling of teachers continues to grow each year exacerbated by less funding and less autonomy of the teacher in the classroom.

Additional Information

Language: English
Date: 2013
Praxis, Critical pedagogy, Conscientization, Critical theory, Common Core, No Child Left Behind, Standardized testing, High stakes testing, Deskilling, ESOL, ESL, Autoethnography, Freire, Hope, Poverty, Racism
Social justice $x Study and teaching $z United States
Critical thinking $x Study and teaching $z United States
United States. $t No Child Left Behind Act of 2001

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