Article in Response to Controversy
If I were to formulate two broad generalizations to approximate the common-sense attitudes my students tend to exhibit toward the educational policies operating under the banner of No Child Left Behind (2001; NCLB), I would suggest that 1) despite perceiving marginal difficulties with the legislation, on the whole, many consider its original purposes to be well-intentioned and thus, morally legitimate; and that 2) largely because of this bestowal of legitimacy, the totality of NCLB’s bureaucratic structure and presence, as a productive agency of state, is tacitly assumed to be politically neutral and innocent of power relations.
"Reading NCLB as a Form of Structural Violence,"
Journal of Educational Controversy: Vol. 8
, Article 4.
Available at: https://cedar.wwu.edu/jec/vol8/iss1/4
Subjects - Topical (LCSH)
Education--Philosophy; Political violence--United States; Education and state--United States; Educational change--United States; Public schools--United States
Subjects - Names (LCNAF)
United States. No Child Left Behind Act of 2001
United States--Politics and government