Especially in the context of President Barack Obama’s education agenda—one that builds on the failed No Child Left Behind template begun under President George W. Bush—and against claims that teachers must earn their place at the education reform agenda, Whose Knowledge Counts in Government Literacy Policies? (Routledge, 2014)—edited by Kenneth S. Goodman, Robert C. Calfee, and Yetta M. Goodman—is both a powerful and needed collection that confronts “the political determination of school knowledge in the field of literacy instruction” (p. xv).
Calfee’s introduction subtitle gets right to the issue: “How the Federal Government Used Science to Take Over Public Schools.” But the entire collection offers a solid case for rejecting thirty-plus years of inexpert accountability and seeking instead the voices and expertise of the field of literacy to drive education policy.
I highly recommend reading and sharing this volume widely.
Table of Contents
Foreword: Joel Spring
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