Our Schools Turned Into Literal Police States.”
Disciplinary Power and Novice Teachers Enduring a Cheating Scandal
Bibliographic Data
| ID | 8923787 |
|---|---|
| Authors | Anne E Martins (0000-0003-0737-5836, Georgia State University, corresponding author), Teresa R Fisher‐Ari (0000-0003-2833-9738, Georgia State University), Kara M Kavanagh (0000-0001-6818-5740, James Madison University) |
| Year | 2020 |
| Volume | 56 |
| Issue | 3 |
| Pages | 306-329 |
| Publication date | 2020-04-14 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0013-1946 • E-ISSN: 1532-6993 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131946.2020.1745809 |
| OpenAlex | W3017352092 |
| Language | EN |
| Citations received | 5 |
| References cited | 29 |
The voices of teachers experiencing and reacting to highly-publicized testing scandals are rarely heard, despite high-levels of criticism and blame from many stakeholders. Drawing on Foucault’s conception of disciplinary power (hierarchical observation, normalizing judgment, and examination) (1975/1995 Foucault, M. (1995). Discipline and punish: The birth of the prison (2nd ed., A. Sheridan, Trans.). New York, NY: Vintage Books. (Original work published in 1975)[Crossref] , [Google Scholar]), we analyzed 5,897 written reflections from 38 novice teachers working in 26 different elementary schools in an urban school district as teachers wrote about their experiences of teaching during a high-profile, high-stakes standardized test cheating scandal. Reflections depicted chronic manifestations of student and teacher stress and pressure, rigid testing procedures, mandated fear-based training, miscommunications, disrupted routines, developmentally inappropriate practices, and surveillance. These findings complicate dominant narratives about the cheating scandal and call all stakeholders to disrupt current discourses of accountability in order to recreate schools as liberatory and ethical spaces. In an era where accountability policies claim to work toward the goals of equal education for all and social justice, the effects of said policies must be critically examined by policymakers at all levels
Accountability · Blame · Cheating · Criminology · Criticism · Culpability · Discipline · Economic Justice · Literature · Mathematics education · Narrative · Pedagogy · Political science · Power (physics · Prison · Sociology · Standardized test · Critical Race Theory in Education · Education Discipline and Inequality · Educator Training and Historical Pedagogy · Law · Psychology · Social Psychology
Basics of qualitative research
The Testing Charade
Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.
Discipline and Punish
Consensual qualitative research
Discipline and Punish
Social Class and the Hidden Curriculum of Work
The war on schools
Race, inequality and educational accountability
Mother tongues
Toward a theory of critical care in urban small school reform
Social Class and School Knowledge
Alternative routes to teaching
Making a difference? The effects of Teach For America in high school
Sisyphean neoliberal reforms
Public Schools in Marketized Environments
The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out
But What is Urban Education
High-Stakes Testing and Curricular Control
The Anti-Black Order of No Child Left Behind
Naturalistic inquiry
From the Achievement Gap to the Education Debt
| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |