Ranking and Sorting America's Children: The Vertical View

• In Event: 25.067 - Roundtable Session 7
  In Roundtable Session: 25.067-17 - Issues in Urban Learning, Teaching, and Research

Abstract

This qualitative study using Habermas’ (1987) theory of communicative action, attempted to gain deeper insights (interpretive approach) regarding the phenomenon of what happened as one beginning and one veteran teacher’s life histories and stock of lifeworldly knowledge intersected Florida’s accountability system within different lifeworld school communities and what this meant for learning and instruction. Secondary participants (other teachers, administrators, students, and parents) provided multiple perspectives needed to examine and illustrate the full-continuum of lived experience. Gained insights (enlightenment) according to critical theory revealed the need for steering media and mechanisms to support teaching practice (emancipation) designed to satisfy the lifeworld rationale to increase educational opportunities for all learners achieved through deliberative (rather than distributive) justice.

Authors

• Shelly L Counsell, University of Memphis

• Brian L. Wright, The University of Memphis