The current crisis in American schools has been more than fifty
years in the making. The present assumption that "accountability"
equals "testing" and that "education" equals "measurable
objectives" has occurred in a brief lifetime. How has this
happened? Quantz attempts to answer this question in this
fascinating study. It is not a history of the movement, but an
exploration of how the nonrational aspects of schooling, especially
ritual(s), have been harnessed to construct a commonsense which
serves the interests of transnational corporations, leaving those
educators committed to democracy to develop a new pedagogy that
rejects the technical solutions that present reforms demand.
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