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Making failure matter in New York Ci...

Columbia University.

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Making failure matter in New York City: NCLB, supplemental educational services (SES), the Department of Education (DOE), tutoring companies, and schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Making failure matter in New York City: NCLB, supplemental educational services (SES), the Department of Education (DOE), tutoring companies, and schools./
作者:	Koyama, Jill Peterson.
面頁冊數:	253 p.
附註:	Adviser: Herve Varenne.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Anthropology, Cultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3305241
ISBN:	9780549514619

Making failure matter in New York City: NCLB, supplemental educational services (SES), the Department of Education (DOE), tutoring companies, and schools.
Koyama, Jill Peterson.

Making failure matter in New York City: NCLB, supplemental educational services (SES), the Department of Education (DOE), tutoring companies, and schools. - 253 p.

Adviser: Herve Varenne.

Thesis (Ph.D.)--Columbia University, 2008.

School failure is made to matter through the ongoing actions, interactions, and enactions of many adults; it is often made to matter by the very acts aimed at attending to it. This work examines what happens to school failure when people in the public school system, the tutoring and testing industry, and the policy-making institutions engage in activities legislated by No Child Left Behind (NCLB) to fix school failure. This study demonstrates how ethnomethodological and ethnographic techniques can be applied in multi-sited research to fruitfully examine domains broader than face-to-face interactions---in this case, the appropriation of NCLB across multiple and diverse educational organizations.

ISBN: 9780549514619Subjects--Topical Terms:

735016
Anthropology, Cultural.

Making failure matter in New York City: NCLB, supplemental educational services (SES), the Department of Education (DOE), tutoring companies, and schools.
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245 1 0 $a Making failure matter in New York City: NCLB, supplemental educational services (SES), the Department of Education (DOE), tutoring companies, and schools.
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500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 1041.
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520 $a School failure is made to matter through the ongoing actions, interactions, and enactions of many adults; it is often made to matter by the very acts aimed at attending to it. This work examines what happens to school failure when people in the public school system, the tutoring and testing industry, and the policy-making institutions engage in activities legislated by No Child Left Behind (NCLB) to fix school failure. This study demonstrates how ethnomethodological and ethnographic techniques can be applied in multi-sited research to fruitfully examine domains broader than face-to-face interactions---in this case, the appropriation of NCLB across multiple and diverse educational organizations.
520 $a This research utilizes actor-network theory to trace actions directed at school failure and analyzes how agents attending to school failure link together and then draw on their social context as a resource for further action. As actors in schools and in the tutoring companies act under the mandates of NCLB, they interact with one another, sharing knowledge, expanding their connections, mediating future actions, and forming hybrid vectors of agency. The interactions between a well-established for-profit Supplemental Educational Service (SES) provider and forty of its New York City partner schools reveal that attending to---defining, regulating, evaluating, and remedying---school failure, provokes a host of unintended consequences---not the least of which is more failure---for school districts, schools, principals, teachers, parents, and, ultimately, children.
520 $a Unlike other explanations of school failure that attempt to reconcile the local situation of failure with global frames---to position the micro actions and local performances of failure within macro domains---this study focuses on the socio-cultural---the interactions, associations, and relations along which actions aimed at remedying school failure flow---and through which actors make their behaviors accountable in their everyday work situations. It goes beyond making the invisible look visible; it makes the ridiculous---the repeated staging, documenting, and evaluating of children's school failure by adults---in fact, look ridiculous.
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