Wayne Au
Biographic Data
| ID | 911633 |
|---|---|
| NAME | Wayne Au |
| GIVEN NAMES | Wayne |
| FAMILY NAME | Au |
| SIGNATURE | AU W |
| AFFILIATIONS | University of Washington Bothell |
| ORCID | 0000-0002-5533-7394 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 279 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 7 |
Asian American Racialization and the Politics of U.S. Education
Asian American Racialization and the Politics of U.S. Education explores issues surrounding Asian American education in the United States, and how they relate to educational theory, policy, and practice. The book challenges stereotypes and assumptions that pervade U.S. education, restores absent histories of Asian American people in this context, and provides concrete examples of educational actions and policies that enable anti-racist educationa…
Of high-stakes standardized testing and educational inequities for English Learners: In dialogue with Wayne Au
How does it feel to Be a solution: Asian American racialization and the politics of U.S. education
Curriculum, social movements and the dialectics of cultural hegemony
An interview with Wayne Au (University of Washington Bothell). The interview was organized and conducted by Felipe Ziotti Narita
Curriculum Standpoint for Social Justice: Understanding the Politics of School Knowledge
This conceptual paper argues for the need for us to understand the relationship between curriculum and social justice, largely through the lens of what the author calls “curricular standpoint.” This framing helps define the connective tissue of how social, cultural, institutional, economic, and political context manifest within the struggle over knowledge, including which knowledge gets framed as commonsense and hegemonic through things like text…
Asian American racialization, racial capitalism, and the threat of the model minority
This paper argues for an Asian American racialization that takes seriously the political economy of racial capitalism. To do so, it first discusses the racial category of Asian American, and then take up the myth of the Model Minority as the defining form of Asian American racialization in education. This paper then connects the Model Minority to the tropes of Yellow Peril and Orientalism, arguing that our shortcomings of understanding Asian Amer…
Unequal by Design: High-Stakes Testing and the Standardization of Inequality
A Pedagogy of Insurgency: Teaching and Organizing for Radical Racial Justice in Our Schools
We understand the terrors of this historical moment: rising white nationalism and white supremacist violence, xenophobia, homophobia, sharpening economic inequality, homelessness and underemployment, neoliberal assaults on workers and the environment, Islamophobia, attacks on immigrants, kids in cages. While schools are guilty of perpetuating some of these terrors, they have also been sites of significant movements for justice. Drawing on the org…
Power, brokers, and agendas: New directions for the use of social network analysis in education policy
In this special issue, Researching 21st Century Education Policy Through Social Network Analysis, authors use social network analysis (SNA) to explore policy networks, broaden the current literature of sociological approaches to SNA, and/or incorporate new lenses for interpreting policy networks from political science or other academic disciplines. This editorial introduction first provides an overview of policy networks and their relevance in ed…
When Multicultural Education Is Not Enough
In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities
The dialectical materialism of Paulo Freire’s critical pedagogy
É difícil enfatizar a importância de Freire para educadores radicais, progressistas, críticos e que lutam por justiça social nos EUA e em todo o mundo. A popularização de Freire e sua concepção de pedagogia crítica resultaram na recontextualização do trabalho de Freire em uma variedade de cenários. No entanto, apesar de importantes livros sobre a política marxista de Freire, sua concepção marxista de consciência, e o poder de seu legado para prof…
Opting Out of the Education Reform Industry
Big business has long been enamored of public education. Whether shaping systems of schooling along the lines of factory production, dictating what children should learn, or cultivating private-public partnerships to gain access to government monies, corporations and their owners have insisted on being key players in the formation of education policy and practice in the United States. Analysts estimate the value of the K-12 education market at mo…
Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State
This chapter discusses the Groupe Speciale Mobile Association (GSMA) defines mEducation as "the use of individual, portable devices which make use of mobile networks in mainstream education settings, aligning with curriculum objectives or used for high-stakes assessment. Overall, these two key nodal sites GSMA and United Nations Educational, Scientific and Cultural Organization (UNESCO) offer numerous synergies. We do this by looking at a specifi…
Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism
High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of “racial projects” and “neoliberal multiculturalism,” and drawing on historical and empirical research, this article argues that not only does high-stakes, standardized testing serve to further racial inequality in education, it does so under the guise of forms of anti-racism that have …
Standardized testing and school segregation: Like tinder for fire
Recent research suggests that high-stakes standardized testing has played a negative role in the segregation of children by race and class in schools. In this article we review research on the overall effects of segregation, the positive and negative aspects of how desegregation plans were carried out following the 1954 Supreme Court decision Brown v. Board of Education, and the de facto re-segregation that followed the dismantling of many desegr…
Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History
In his rich and detailed reflection on the field of curriculum studies over the past 100 or so years, Schubert () remarks thattwo emphases honored for over a century remain at the forefront of curr
Rethinking Schools: Enacting a vision for social justice within US education
Founded and edited by K-12 classroom teachers, for over 25 years the nonprofit journal and publishing house Rethinking Schools has provided critical analyses of US educational policy and offered models of teaching for social justice grounded in classroom practice. Rethinking Schools has become a focal point for teachers interested in challenging inequality in their classrooms, schools, and communities; an organizational tool for activists and mem…
Teaching under the new Taylorism: High‐stakes testing and the standardization of the 21 st century curriculum
The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high‐stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced 100 years later, as teachers’ classroom practises are increasingly standardized by high‐stakes testing …
The Routledge International Handbook of Critical Education
High-Stakes Testing and Discursive Control: The Triple Bind for Non-Standard Student Identities
The effects of high-stakes, standardized testing on the curriculum are discouraging the teaching of multicultural, anti-racist content. Test-influenced educational environments contribute to the reproduction of racial and cultural inequality in education. Using the lens of sociolinguistics, the author asserts that high-stakes, standardized tests ultimately exert a level of control over identities considered legitimate or illegitimate in classroom…
Between education and the economy: High‐stakes testing and the contradictory location of the new middle class
This paper analyzes the contradictory location of the professional and managerial new middle class within the rising tension between old systems of the industrial capitalist model of education, epitomized by a reliance on high‐stakes, standardized testing and the newer forms of production associated with the ‘fast’ capitalism of the global economy. The author argues that the professional and managerial new middle class is faced with a dilemma sin…
Devising inequality: A Bernsteinian analysis of high‐stakes testing and social reproduction in education
High‐stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high‐stakes testing and its effect on classroom practice and pedagogic discourse in the United States, the present paper applies Bernstein’s concept of the pedagogic device to explain…
Vygotsky and Lenin on Learning: The Parallel Structures of Individual and Social Development
Study of Lenin and Vygotsky's theoretical explorations of social and individual development reveals Vygotsky's conception of conscious awareness and scientific concepts as directly correlated with Lenin's conception of consciousness. Following from this core idea, similarities are demonstrated between Lenin's conception of the role of political leadership in the development of working-class consciousness and the role of Vygotsky's teacher or “mor…
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis
Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. The primary effect of high-stakes testing is that curricular content i…
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis
Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. The primary effect of high-stakes testing is that curricular content i…
Standardized testing and school segregation: Like tinder for fire
Recent research suggests that high-stakes standardized testing has played a negative role in the segregation of children by race and class in schools. In this article we review research on the overall effects of segregation, the positive and negative aspects of how desegregation plans were carried out following the 1954 Supreme Court decision Brown v. Board of Education, and the de facto re-segregation that followed the dismantling of many desegr…
Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History
In his rich and detailed reflection on the field of curriculum studies over the past 100 or so years, Schubert () remarks thattwo emphases honored for over a century remain at the forefront of curr
Devising inequality: A Bernsteinian analysis of high‐stakes testing and social reproduction in education
High‐stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high‐stakes testing and its effect on classroom practice and pedagogic discourse in the United States, the present paper applies Bernstein’s concept of the pedagogic device to explain…
Asian American racialization, racial capitalism, and the threat of the model minority
This paper argues for an Asian American racialization that takes seriously the political economy of racial capitalism. To do so, it first discusses the racial category of Asian American, and then take up the myth of the Model Minority as the defining form of Asian American racialization in education. This paper then connects the Model Minority to the tropes of Yellow Peril and Orientalism, arguing that our shortcomings of understanding Asian Amer…
When Multicultural Education Is Not Enough
In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities
High-Stakes Testing and Discursive Control: The Triple Bind for Non-Standard Student Identities
The effects of high-stakes, standardized testing on the curriculum are discouraging the teaching of multicultural, anti-racist content. Test-influenced educational environments contribute to the reproduction of racial and cultural inequality in education. Using the lens of sociolinguistics, the author asserts that high-stakes, standardized tests ultimately exert a level of control over identities considered legitimate or illegitimate in classroom…
Between education and the economy: High‐stakes testing and the contradictory location of the new middle class
This paper analyzes the contradictory location of the professional and managerial new middle class within the rising tension between old systems of the industrial capitalist model of education, epitomized by a reliance on high‐stakes, standardized testing and the newer forms of production associated with the ‘fast’ capitalism of the global economy. The author argues that the professional and managerial new middle class is faced with a dilemma sin…
A Pedagogy of Insurgency: Teaching and Organizing for Radical Racial Justice in Our Schools
We understand the terrors of this historical moment: rising white nationalism and white supremacist violence, xenophobia, homophobia, sharpening economic inequality, homelessness and underemployment, neoliberal assaults on workers and the environment, Islamophobia, attacks on immigrants, kids in cages. While schools are guilty of perpetuating some of these terrors, they have also been sites of significant movements for justice. Drawing on the org…
Vygotsky and Lenin on Learning: The Parallel Structures of Individual and Social Development
Study of Lenin and Vygotsky's theoretical explorations of social and individual development reveals Vygotsky's conception of conscious awareness and scientific concepts as directly correlated with Lenin's conception of consciousness. Following from this core idea, similarities are demonstrated between Lenin's conception of the role of political leadership in the development of working-class consciousness and the role of Vygotsky's teacher or “mor…
Of high-stakes standardized testing and educational inequities for English Learners: In dialogue with Wayne Au
The dialectical materialism of Paulo Freire’s critical pedagogy
É difícil enfatizar a importância de Freire para educadores radicais, progressistas, críticos e que lutam por justiça social nos EUA e em todo o mundo. A popularização de Freire e sua concepção de pedagogia crítica resultaram na recontextualização do trabalho de Freire em uma variedade de cenários. No entanto, apesar de importantes livros sobre a política marxista de Freire, sua concepção marxista de consciência, e o poder de seu legado para prof…
Rethinking Schools: Enacting a vision for social justice within US education
Founded and edited by K-12 classroom teachers, for over 25 years the nonprofit journal and publishing house Rethinking Schools has provided critical analyses of US educational policy and offered models of teaching for social justice grounded in classroom practice. Rethinking Schools has become a focal point for teachers interested in challenging inequality in their classrooms, schools, and communities; an organizational tool for activists and mem…
Vygotsky and Lenin on Learning: The Parallel Structures of Individual and Social Development
Study of Lenin and Vygotsky's theoretical explorations of social and individual development reveals Vygotsky's conception of conscious awareness and scientific concepts as directly correlated with Lenin's conception of consciousness. Following from this core idea, similarities are demonstrated between Lenin's conception of the role of political leadership in the development of working-class consciousness and the role of Vygotsky's teacher or “mor…
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis
Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. The primary effect of high-stakes testing is that curricular content i…
Between education and the economy: High‐stakes testing and the contradictory location of the new middle class
This paper analyzes the contradictory location of the professional and managerial new middle class within the rising tension between old systems of the industrial capitalist model of education, epitomized by a reliance on high‐stakes, standardized testing and the newer forms of production associated with the ‘fast’ capitalism of the global economy. The author argues that the professional and managerial new middle class is faced with a dilemma sin…
Devising inequality: A Bernsteinian analysis of high‐stakes testing and social reproduction in education
High‐stakes, standardized testing has become the central tool for educational reform and regulation in many industrialized nations in the world, and it has been implemented with particular intensity in the United States and the United Kingdom. Drawing on research on high‐stakes testing and its effect on classroom practice and pedagogic discourse in the United States, the present paper applies Bernstein’s concept of the pedagogic device to explain…
The Routledge International Handbook of Critical Education
High-Stakes Testing and Discursive Control: The Triple Bind for Non-Standard Student Identities
The effects of high-stakes, standardized testing on the curriculum are discouraging the teaching of multicultural, anti-racist content. Test-influenced educational environments contribute to the reproduction of racial and cultural inequality in education. Using the lens of sociolinguistics, the author asserts that high-stakes, standardized tests ultimately exert a level of control over identities considered legitimate or illegitimate in classroom…
Teaching under the new Taylorism: High‐stakes testing and the standardization of the 21 st century curriculum
The application of the principles of scientific management within the structure, organization, and curriculum of public schools in the US became dominant during the early 1900s. Based upon research evidence from the modern day era of high‐stakes testing in US public education, the fundamental logics guiding scientific management have resurfaced 100 years later, as teachers’ classroom practises are increasingly standardized by high‐stakes testing …
Rethinking Schools: Enacting a vision for social justice within US education
Founded and edited by K-12 classroom teachers, for over 25 years the nonprofit journal and publishing house Rethinking Schools has provided critical analyses of US educational policy and offered models of teaching for social justice grounded in classroom practice. Rethinking Schools has become a focal point for teachers interested in challenging inequality in their classrooms, schools, and communities; an organizational tool for activists and mem…
Race, Memory, and Master Narratives: A Critical Essay on U.S. Curriculum History
In his rich and detailed reflection on the field of curriculum studies over the past 100 or so years, Schubert () remarks thattwo emphases honored for over a century remain at the forefront of curr
Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State
This chapter discusses the Groupe Speciale Mobile Association (GSMA) defines mEducation as "the use of individual, portable devices which make use of mobile networks in mainstream education settings, aligning with curriculum objectives or used for high-stakes assessment. Overall, these two key nodal sites GSMA and United Nations Educational, Scientific and Cultural Organization (UNESCO) offer numerous synergies. We do this by looking at a specifi…
Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism
High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of “racial projects” and “neoliberal multiculturalism,” and drawing on historical and empirical research, this article argues that not only does high-stakes, standardized testing serve to further racial inequality in education, it does so under the guise of forms of anti-racism that have …
Standardized testing and school segregation: Like tinder for fire
Recent research suggests that high-stakes standardized testing has played a negative role in the segregation of children by race and class in schools. In this article we review research on the overall effects of segregation, the positive and negative aspects of how desegregation plans were carried out following the 1954 Supreme Court decision Brown v. Board of Education, and the de facto re-segregation that followed the dismantling of many desegr…
Opting Out of the Education Reform Industry
Big business has long been enamored of public education. Whether shaping systems of schooling along the lines of factory production, dictating what children should learn, or cultivating private-public partnerships to gain access to government monies, corporations and their owners have insisted on being key players in the formation of education policy and practice in the United States. Analysts estimate the value of the K-12 education market at mo…
When Multicultural Education Is Not Enough
In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities
The dialectical materialism of Paulo Freire’s critical pedagogy
É difícil enfatizar a importância de Freire para educadores radicais, progressistas, críticos e que lutam por justiça social nos EUA e em todo o mundo. A popularização de Freire e sua concepção de pedagogia crítica resultaram na recontextualização do trabalho de Freire em uma variedade de cenários. No entanto, apesar de importantes livros sobre a política marxista de Freire, sua concepção marxista de consciência, e o poder de seu legado para prof…
Power, brokers, and agendas: New directions for the use of social network analysis in education policy
In this special issue, Researching 21st Century Education Policy Through Social Network Analysis, authors use social network analysis (SNA) to explore policy networks, broaden the current literature of sociological approaches to SNA, and/or incorporate new lenses for interpreting policy networks from political science or other academic disciplines. This editorial introduction first provides an overview of policy networks and their relevance in ed…
A Pedagogy of Insurgency: Teaching and Organizing for Radical Racial Justice in Our Schools
We understand the terrors of this historical moment: rising white nationalism and white supremacist violence, xenophobia, homophobia, sharpening economic inequality, homelessness and underemployment, neoliberal assaults on workers and the environment, Islamophobia, attacks on immigrants, kids in cages. While schools are guilty of perpetuating some of these terrors, they have also been sites of significant movements for justice. Drawing on the org…
Asian American racialization, racial capitalism, and the threat of the model minority
This paper argues for an Asian American racialization that takes seriously the political economy of racial capitalism. To do so, it first discusses the racial category of Asian American, and then take up the myth of the Model Minority as the defining form of Asian American racialization in education. This paper then connects the Model Minority to the tropes of Yellow Peril and Orientalism, arguing that our shortcomings of understanding Asian Amer…
Unequal by Design: High-Stakes Testing and the Standardization of Inequality
Curriculum Standpoint for Social Justice: Understanding the Politics of School Knowledge
This conceptual paper argues for the need for us to understand the relationship between curriculum and social justice, largely through the lens of what the author calls “curricular standpoint.” This framing helps define the connective tissue of how social, cultural, institutional, economic, and political context manifest within the struggle over knowledge, including which knowledge gets framed as commonsense and hegemonic through things like text…
Asian American Racialization and the Politics of U.S. Education
Asian American Racialization and the Politics of U.S. Education explores issues surrounding Asian American education in the United States, and how they relate to educational theory, policy, and practice. The book challenges stereotypes and assumptions that pervade U.S. education, restores absent histories of Asian American people in this context, and provides concrete examples of educational actions and policies that enable anti-racist educationa…
Of high-stakes standardized testing and educational inequities for English Learners: In dialogue with Wayne Au
How does it feel to Be a solution: Asian American racialization and the politics of U.S. education
Curriculum, social movements and the dialectics of cultural hegemony
An interview with Wayne Au (University of Washington Bothell). The interview was organized and conducted by Felipe Ziotti Narita
Sociology (19 works) · Political science (18 works) · Law (15 works) · Pedagogy (12 works) · Law (10 works) · Politics (10 works) · Gender Studies (9 works) · Curriculum (8 works) · Critical Race Theory in Education (7 works) · Gender Studies (7 works)