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/9780226451756.003.0007
- Subject:
- Education, Educational Policy and Politics
The actor-network theory illuminates the interconnectivity of material objects, human actors, and their environments. The actor network emerges when the multiple actions of those attending to school ...
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The actor-network theory illuminates the interconnectivity of material objects, human actors, and their environments. The actor network emerges when the multiple actions of those attending to school failure flows from one location to many others. No Child Left Behind (NCLB) mandates and directives implied that school failure would be remedied if people acted according to the policy; as seen in this study. Federal and state mandates develop and achieve salience through specific discourses and actions adopted by local entities. NCLB drove the interface between actors and their environments. The supplemental educational service, which was acclaimed by the federal and local educational authorities as a “parent-choice” program, drew mixed responses from parents. This chapter illustrates how actors came to share recognition of various forms of failure and, further, how they developed robust interventions and implemented action steps. They mutually defined the categorical distinctions of failure and continued to interpret the highly visible and consequential signs, like failing test scores and low marks on progress reports.Less
The actor-network theory illuminates the interconnectivity of material objects, human actors, and their environments. The actor network emerges when the multiple actions of those attending to school failure flows from one location to many others. No Child Left Behind (NCLB) mandates and directives implied that school failure would be remedied if people acted according to the policy; as seen in this study. Federal and state mandates develop and achieve salience through specific discourses and actions adopted by local entities. NCLB drove the interface between actors and their environments. The supplemental educational service, which was acclaimed by the federal and local educational authorities as a “parent-choice” program, drew mixed responses from parents. This chapter illustrates how actors came to share recognition of various forms of failure and, further, how they developed robust interventions and implemented action steps. They mutually defined the categorical distinctions of failure and continued to interpret the highly visible and consequential signs, like failing test scores and low marks on progress reports.
