The Contested Spaces of a “Failing” Elementary School

• In Event: Roundtable Session 110
  In Roundtable Session: Elementary Social Studies: Testing, Achievement, and the Curriculum

Abstract

Using a sociocultural framework of “contested spaces,” the authors show how a ‘failing’ elementary school reclaimed local discourse by taking political action against top-town measures. The data is organized in three descriptive scenarios: 1. The principal led parents in brainstorming how they want their school to be, and spurring them to take further action. 2. Teachers create a Facebook group called “Democracy in Action” with a corresponding call and write-in campaign to protest current political measures. 3. Parents pulled their students from taking standardized tests to an extent that merited national news coverage. The analysis shows the social and intellectual supports that created a context of confidence in which all participants were capable, if not privileged, to act.

Authors

• Stephanie C. Serriere, The Pennsylvania State University

• Dana L. Mitra, The Pennsylvania State University

• Roi Kawai, The Pennsylvania State University

• Donnan Marie Stoicovy, Park Forest Elementary School