Reflections on the Field: Scientifically Debased Research on Learning, 1854–2006
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By its emphasis on arbitrary standards and misleading systems of accountability, the No Child Left Behind Act has had deleterious effects on classroom practice, teacher education, and even educational research. The new constraints on educational research, driven by a logic of randomized field tests, are part of a larger and more invidious international managerialism that subordinates individual biographies to state-based bureaucratic control.
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Reprinted in Anthropology and Education Quarterly, Volume 38, Issue 1, pages 9-15. Copyright 2007 by the Regents of the University of California/American Anthropological Association. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by the Regents of the University of California/on behalf of the American Anthropological Association for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® on AnthroSource (http://www.anthrosource.net) or directly with the Copyright Clearance Center, http://www.copyright.com.