Volatile Knowing : Parents, Teachers, and the Censored Story of Accountability in America's Public Schools
Volatile Knowing refers to the positive change that can result when parents and teachers talk together about the politics of school reform. Based on a study of teachers and parents who researched aspects of the accountability movement typically censored in mainstream media, Volatile Knowing reveals the hidden power behind current reform efforts that serve private, not public interests. It is aimed at provoking a new, child-centered movement for accountability and creativity in the nation's schools.
- Paperback | 222 pages
- 152 x 226 x 24mm | 340.19g
- 16 Feb 2010
- Lexington Books
- Lanham, MD, United States
In our current educational world of ruthless individualism, Kaia Tollefson attempts to reassemble the pieces of a broken democracy by bringing parents and teachers together for some honest conversation about the children they share. What she finds above all is that parents and teachers are hungry for authentic dialogue. In the context of the generally shallow research on 'parent involvement,' this study stands out for its honesty and integrity. -- Gary L. Anderson, Steinhardt School of culture, Education, and Human Development, New York University Steinhardt School of culture, Education, an Recommended. CHOICE, January 2009 This eloquent, indignant, and scholarly book pulls down the screens obscuring the damage being done by the practices of accountability being imposed on public schools...This is a book that unnerves and awakens. Its readers may well see what they have seldom seen, hear what they have never heard. From The Foreword
Table of contents
Part 1 Foreword Part 2 Acknowledgements Chapter 3 Accountability in the Schools: What the People Don't Know Chapter 4 Challenging the Virtually Unchallenged: A Personal Experience Chapter 5 Making Sense of the Accountability Movement: Organized (and Profitable) Malevolence Against the Public Schools Chapter 6 Redefining Accountability in Our Schools: Inviting Parents to the Learning Community Chapter 7 Research Findings: Tracing a Path Toward Hope Chapter 8 The Inversion of Visibility Chapter 9 The Instruments of Discipline Chapter 10 Reframing the Panopticon Part 11 Appendices Chapter 12 Methodology Chapter 13 Discipline in the Public School Panopticon Chapter 14 Osmosis and the Evolution of the Public School Panopticon Part 15 Selected Bibliography Part 16 About the Author
About Kaia Tollefson
Kaia Tollefson is assistant professor of education at California State University Channel Islands.