Jill P. Koyama
- Published in print:
- 2010
- Published Online:
- February 2013
- ISBN:
- 9780226451732
- eISBN:
- 9780226451756
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226451756.003.0006
- Subject:
- Education, Educational Policy and Politics
Culturing school failure requires an exaggeration or a misinterpretation, intentional or otherwise, of the signs of failure. As federal and state educational policies, and the policy-directed actions ...
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Culturing school failure requires an exaggeration or a misinterpretation, intentional or otherwise, of the signs of failure. As federal and state educational policies, and the policy-directed actions of school districts, schools, and supplemental educational service providers interact, failure is produced rather than found and confronted. This chapter presents three examples of inventing failure; the cases involve the actions of many in schools, the Department of Education, and United Education. Success, a possibility to which all strive, became at PS 100 overshadowed by its counterpart, failure. Even when all the recognized signs of success were apparent, the misreading of them erroneously rendered their measured success illegitimate.Less
Culturing school failure requires an exaggeration or a misinterpretation, intentional or otherwise, of the signs of failure. As federal and state educational policies, and the policy-directed actions of school districts, schools, and supplemental educational service providers interact, failure is produced rather than found and confronted. This chapter presents three examples of inventing failure; the cases involve the actions of many in schools, the Department of Education, and United Education. Success, a possibility to which all strive, became at PS 100 overshadowed by its counterpart, failure. Even when all the recognized signs of success were apparent, the misreading of them erroneously rendered their measured success illegitimate.
