Teaching in Moloch: Toward a Prophetic Pragmatic Critique of Pedagogical Fundamentalism

摘要: Introduction Today increasing numbers of teachers and students are suffering under the rhetoric bureaucracy a narrow impoverished conception accountability. This discourse bureaucracies that enact it conceive accountability as having at least three elements: (1) explicit articulation predetermined standards, (2) objective measures achievement or non-achievement those (3) interventions based upon results these measurements. In many educational settings additional elements increasingly common: (4) stipulation prescribed methods materials for achieving (5) public dissemination measurement results, (6) enabling constituents' exercise choice within limits authorized by framing discourse. Thus basic mechanisms capitalist economics--free markets, competition--deployed to bring education into more conformity with technological rationality what Marcuse (1964, 12) long ago termed one-dimensional society. Such reforms supported powerful coalition conservative social, economic, religious interests (Berliner 1995, Lugg 1996, Spring 2002). They constitute, I will argue, form pedagogical fundamentalism against which purely social critiques necessary, but insufficient. An effective critique this movement must engage on all fronts--social, religious. argue Dewey-inspired infused culturally, economically, religiously informed critical Cornel West's (1989) prophetic pragmatism offers just such critique. Market Metaphors in Education While key market metaphor reform have, no doubt, been around years, efforts political, economic forces since early 1980's have resulted standards movement's dominance contemporary 1995; Texas, instance, legislation sponsored Ross Perot mid-1980's introduced "business-controlled management systems" schools Texas led implementation Governor George Bush system centered Assessment Academic Skills (McNeil 2000, 72). spread, unsurprisingly, Florida administration Bush's brother, Jeb Bush, where clear specific objectives schoolchildren each grade articulated so-called Sunshine State Standards (Florida Department 2003). Each year Comprehensive Achievement Test (FCAT) is administered measure students' Standards. The test determine whether children retained promoted graduating seniors receive their high school diploma. also used assign A F every state. Schools receiving an rewarded financial incentives. Those low grades threatened sanctions. Children received two consecutive years eligible vouchers can be attend private schools. Unsurprisingly, given stakes FCAT scores, evaluate effectiveness individual basis pupils' scores. election President U.S. 2000 cleared way application Florida-style policies nation-wide reform. was accomplished through passage No Child Left Behind Act 2001, which, like reforms, required states develop uniform academic use annual statewide assessments well (U. …