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How can teachers teach for social justice within the confines of the No Child Left Behind era? An inquiry into tensions between classroom teachers and mandated curriculum and methodologies

<p> Careful journaling spanning ten years of classroom work in elementary and middle school grades was the data used in the research. Utilizing journals and various forms of correspondence and note-taking, this investigation demonstrates what is required of classroom teachers and the reaction to more and more demands being made on their time with students.</p><p> The research indicated that standardized testing, data collection and the dehumanization of students and deskilling of teachers continues to grow each year exacerbated by less funding and less autonomy of the teacher in the classroom.</p><p> <i>Key Words:</i> Praxis, critical pedagogy, conscientization, critical theory, Common Core, No Child Left Behind, standardized testing, high stakes testing, deskilling, ESOL, ESL, autoethnography, Freire, hope, poverty, racism.</p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3609592
Date26 February 2014
CreatorsSelf, Patti Lamb
PublisherThe University of North Carolina at Greensboro
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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