Education Assemblage: Drawing on Student Feedback in the Era of Standardization and Accountability

• In Event: Counterhegemonic Pedagogy: Centering Youth Voices and Building Alliances for Well-Being

Abstract

This post qualitative inquiry study highlights how educational policies and those beholden to them enliven racial and political-economic performances. Of focus is Teaching for the 21st Century (T4C), a summer achievement program that aims to reduce summer learning loss. The study analyzes data from a participatory research project that gathered student feedback about their experiences at T4C. The post qualitative analysis engages theory as method to open complexity in the students’ data by drawing on Jackson & Mazzei’s methods of “plugging in theory” and “troubling voice” as well as drawing on Denise Ferreira da Silva’s “transparency thesis.” By engaging student feedback, the organization is presented as an assemblage which highlights the multiple arrangements, connections and events constituting it.

Author

• Cee Carter, University of Massachusetts - Amherst