A volume in Critical Constructions: Studies on Education and Society
Series Editor: Curry Stephenson Malott, Queens College/CUNY
Students in public schools serving poor and working-class students are inundated by the effects of
high-stakes examinations. Teachers are demoralized and students suffer substandard curricular and
pedagogical experiences. These effects are articulated by students and teachers in the high school
that provided the setting for the critical ethnography on which this text is based. Teachers resent
being judged on the basis of students' performance on standardized assessments. They are
deprofessionalized as their roles are oriented toward working-class norms. Students feel alienated
by content that is meaningless and test-based pedagogies that are disempowering.
While these findings are disturbing, critical theory provides a foundation for seeking hope. By incorporating inquiry and dialogue, this
theoretical framework opens a space where resistance can be revealed and examined. In this case, the study exposed glimmers of
resistance, spaces in the structure of schooling where students and teachers critique the system and suggest ways of subverting the
negative effects of the neoliberal reforms through dialogic, empowering, culturally responsive pedagogies.
Collective resistance, achieved through dialogic pedagogies that build on understandings of resistance and power, can cultivate
theoretical and material spaces where a cycle of praxis can enhance possibilities for social justice. To that end, the conclusion is
devoted to the implementation of critical, dialogic approaches to literacies, approaches intended to interrupt the hegemonic influences
that perpetuate social reproduction by capitalizing on the potential for solidarity and
collective agency among the students and teachers who populate and educate the working
classes. This book would interest teacher educators, teachers, and school administrators.