The implications of the No Child Left Behind Act to Taiwanese primary and secondary education in the light of critical pedagogy

• Main Authors: Huei-ming Chen, 陳惠敏
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/41736821124502396608

碩士 === 國立中正大學 === 教育學研究所 === 98 === 　　This study, aiming at evaluating the "No Child Left Behind Act" of the U.S. through viewpoints of critical pedagogy, utilizes historical research methods and philosophical thinking, and explores the arguments for our primary and secondary education reforms. The purposes of this study are described as follows: (1)exploring the backgrounds, contents, characteristics ,efforts and controversies of the "No Child Left Behind Act"; (2)exploring the comments and analyses of critical pedagogy about American primary and secondary education; (3)evaluating the "No Child Left Behind Act" through viewpoints of critical pedagogy, and proposing implications and advices to the primary and secondary education reforms in our country. The study found the "No Child Left Behind Act " argued that accountability system would replace school education whose purpose is public education of democracy, causing dehumanization without liberation; paying supreme tribute to subjects of official knowledge results in unjust reproduction; the instrumental rationality testing of national standardized assessment would reduce students’ thinking and make them become exam machines; technical rationality thinking belittles teachers’ values, and teachers cannot become transformative intellectuals; scientific pedagogy brings about teachers’ authority and lecturing instruction; students are the oppressed, developing new silence and resisting culture; students in weak position will be weaker. Implications of our primary and secondary education reforms: (1)accountability system is a benefit or an obstacle that achieves the purpose of public education of democracy; (2)the realization of humanization and educational liberation; (3)stressing the curriculum goals and teaching practice to diminish the injustice; (4)examining the dangers of narrow thinking and unjust reproduction resulting from national curriculums and assessments; (5)teachers are the transitive intellectuals with critical and concerned minds; (6)introspecting uniform standards and assessments that strengthen the double-peak phenomenon of students’ academic achievement; (7)carrying out the critical dialogues to diminish students’ new silence and resisting culture.