عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TL4cw280cb
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
No Child Left Behind:
نام عام مواد
[Thesis]
نام نخستين پديدآور
Jones, Derrick Lamarr
عنوان اصلي به قلم نويسنده ديگر
Compliance, Consent, and Beyond
نام ساير پديدآوران
Fukurai, Hiroshi
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
UC Santa Cruz
تاریخ نشرو بخش و غیره
2014
یادداشتهای مربوط به پایان نامه ها
کسي که مدرک را اعطا کرده
UC Santa Cruz
امتياز متن
2014
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
AbstractNo Child Left Behind: Compliance, Consent, and BeyondDerrick JonesUniversity of California Santa CruzAbstractThis study examines the genealogy of colonial education for people of color in North America and examines the different modes of incorporation of Native American Indians, African Americans, Latino/a Americans, and Asian and Pacific Islanders and how each groups' educational experiences have been framed by domination and subjugation. Therefore, I explore this legacy and "failure" of students of color to close the educational gap and how it has been addressed in the form of current educational policy, specifically the No Child Left Behind Act of 2001. Lastly, I explore the displacement of teachers of color and maintenance of White teachers as the majority of educators and the ways in which educational policy and teacher education programs have been structured to maintain this status quo. Educational Data from 2003-2014 and structured interviews were used to describe the educational experiences of a teacher and seven former students from four urban high schools in Los Angeles California and how they described teaching and learning under the NCLB. Themes developed from interviews include: troubling for the future, victims blaming victims, the racelessness to survive, not knowing is left behind, and taught to live, survive, and thrive. Ultimately, teacher accountability beyond becoming more qualified or getting their students to perform better on standardized test are not enough. Teachers need to be educated and active in ways that promote a moral, ethical, and political pedagogy that seeks to address differences and similarities of the impact of colonial education on people of color, as well as whites. I contend that Transcommunality is an excellent start in transforming educational experiences into a life affirming endeavor.
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Jones, Derrick Lamarr
نام شخص - ( مسئولیت معنوی درجه دوم )
مستند نام اشخاص تاييد نشده
Fukurai, Hiroshi
شناسه افزوده (تنالگان)
مستند نام تنالگان تاييد نشده
UC Santa Cruz
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
