Assigning Blame
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A01=Mark Hlavacik
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Author_Mark Hlavacik
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Category1=Non-Fiction
Category=JNF
Category=JNK
Common Core
COP=United States
Delivery_Delivery within 10-20 working days
education and state
educational change
educational evaluation
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eq_nobargain
eq_non-fiction
eq_society-politics
Every Student Succeeds Act
Improving America's Schools Act
Language_English
No Child Left Behind
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Price_€20 to €50
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softlaunch
US education policy
Product details
- ISBN 9781612509723
- Weight: 320g
- Dimensions: 152 x 228mm
- Publication Date: 30 Sep 2016
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Paperback
- Language: English
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Despite a plethora of opinions on how to improve US education, a remarkable consensus ""from both the left, right, and center"" has emerged that someone or something is to blame for the failures of the public school system, argues rhetoric scholar Mark Hlavacik in this new and insightful book examining the role of language and persuasion in the rise of the accountability movement.
Analyzing five of the most prominent acts of public persuasion since the founding of the US Department of Education in 1979 - Milton Friedman's appeal for vouchers on national television; the National Commission on Excellence in Education's seminal Nation at Risk report; Jonathan Kozol's Savage Inequalities; the No Child Left Behind Act; and also its repudiation by Diane Ravitch - Hlavacik concludes that ""blame has come to the fore as a chief means by which Americans dispute the future of their public schools"".
Hlavacik explores the implications of using blame to achieve policy goals, sounding a cautionary note for reformers and educators alike: while blame can be an effective, even positive tool for change, overuse can breed cynicism and undermine faith in the very institution that advocates seek to change. Hlavacik urges policy makers, scholars, educators, and the public to reconsider its favorite rhetorical tactic for pursuing education reform and offers alternatives to the overreliance on blame.
Analyzing five of the most prominent acts of public persuasion since the founding of the US Department of Education in 1979 - Milton Friedman's appeal for vouchers on national television; the National Commission on Excellence in Education's seminal Nation at Risk report; Jonathan Kozol's Savage Inequalities; the No Child Left Behind Act; and also its repudiation by Diane Ravitch - Hlavacik concludes that ""blame has come to the fore as a chief means by which Americans dispute the future of their public schools"".
Hlavacik explores the implications of using blame to achieve policy goals, sounding a cautionary note for reformers and educators alike: while blame can be an effective, even positive tool for change, overuse can breed cynicism and undermine faith in the very institution that advocates seek to change. Hlavacik urges policy makers, scholars, educators, and the public to reconsider its favorite rhetorical tactic for pursuing education reform and offers alternatives to the overreliance on blame.
Mark Hlavacik is an assistant professor of communication studies at the University of North Texas, USA.
