Elise Boulding’s work as a framework for dismantling No Child Left Behind

Respect, solitude, imagination and partnerships

Bibliographic Data

ID12876168
AuthorsPeggy Shannon-Baker (0000-0003-0902-3279, University of Cincinnati, corresponding author)
Year2012
Volume9
Issue2
Pages169-184
Publication date2012-08-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Peace Education (JOURNAL)
Journal identifiersISSN: 1740-0201 • E-ISSN: 1740-021X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/17400201.2012.699719
OpenAlexW2059802773
LanguageEN
Citations received2
References cited13

This paper utilizes the work of Elise Boulding as a theoretical framework for analyzing the potentials and shortcomings of the US educational policy, No Child Left Behind Act of 2001 (NCLB) 1 1. Within this article, “No Child Left Behind” and “No Child Left Behind Act of 2001 No Child Left Behind Act of 2001. Public Law 107-110 – January 8, 2002. [Google Scholar]” are used interchangeably. . The interrelated concepts of respect, solitude, imagination, and partnerships from Boulding’s scholarship are detailed. NCLB is summarized along with its historical context, based in the Elementary and Secondary Education Act of 1965, its assumptions, goals, and the arguments of supporters and critics of the policy. Examples of how Boulding’s concepts are and can be employed in the US classrooms, even despite NCLB, are discussed. Concluding the paper, the contradictions between the assumptions and results of NCLB and Boulding’s framework are exposed to ultimately argue that No Child Left Behind must be largely dismantled in order to honor Boulding’s legacy and challenge of enabling peace

Accountability · Context (archaeology · New Left · No child left behind · Pedagogy · Political science · Politics · Scholarship · Sociology · Solitude · Diverse Education Studies and Reforms · History · Law · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies

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