Volatile Knowing refers to the potential for positive change that
can result when parents and teachers talk with each other about the
politics and policies of externally defined accountability mandates
in education. This text tells the story of twelve teachers and
parents who breached the unofficial but deeply inscribed
home/school divide to discuss the current
accountability-for-uniformity movement that has overtaken the
nation's educational agenda at federal, state, and local levels.
This kind of volatile knowing offers hope for progressively-minded
citizens: that together, parents and teachers can ignite a new,
child-centered movement for accountability and creativity in
America's public schools. Volatile Knowing is based on a
qualitative case study of a particular group of parents and
teachers who studied and discussed information about the
accountability movement that is typically censored in mainstream
media coverage. The themes that emerged in this study are presented
through the lens of Foucault's analysis of the workings of modern
power. By making the exercise of hierarchical power visible to
readers, it is hoped that Volatile Knowing will prompt an expanding
conversation and ongoing study of the ways in which the people's
definitional authority in their schools and society can be both
lost and found.
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