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    <title>Pinboard (Taryn)</title>
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    <description>recent bookmarks from Taryn</description>
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	<rdf:li rdf:resource="http://shermandorn.com/wordpress/?p=1145"/>
	<rdf:li rdf:resource="http://ows.edb.utexas.edu/sites/default/files/users/jvh/HER%20Vasquez%20Heilig%20Brown%20Brown.pdf"/>
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	<rdf:li rdf:resource="http://www.edweek.org/ew/articles/2011/02/02/19tanner.h30.html?tkn=WZYFjdInMK781mp%2BYSYIUN%2FzCzC63Yc%2Fle7O&amp;intc=es"/>
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  </channel><item rdf:about="https://www.techdirt.com/2025/04/17/the-de-in-decentralization-stands-for-democracy/">
    <title>The “De” In “Decentralization” Stands For “Democracy” | Techdirt</title>
    <dc:date>2025-05-05T15:52:15+00:00</dc:date>
    <link>https://www.techdirt.com/2025/04/17/the-de-in-decentralization-stands-for-democracy/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[that moment in 1993 when AOL connected its users to the wider internet and forever changed its culture.

Internet old timers will point out the internet was never the same after that. Prior to that moment in 1993, as new users got on the internet, it was in a small enough group that old timers could impart some basic cultural knowledge, so even as newbies joined (often in a decent batch in September as entering college freshmen received their first internet access), they would make a mess of things for a few weeks, but the existing community could quickly help them acclimate and understand how to deal with things appropriately.

But as more and more people joined the internet, that cultural aspect became more and more difficult to maintain [...]

I’m so concerned that so many are focused on either appealing to “friendly” billionaires on their side to help, or to politicians to simply “regulate” away the bad stuff. The problem with either of those is that it still is asking for power-hungry people to control the power of the internet. And hoping they won’t abuse it and shift it to their own interests.

This is why decentralization isn’t just a technical preference — it’s a democratic imperative [...]

entire ecosystems designed to resist capture by those who would centralize power [...]

Decentralization isn’t the end goal any more than a constitutional system is the end goal of democracy. Both are architectural choices that enable something more fundamental: human autonomy and collective self-determination. ]]></description>
<dc:subject>internet history 1990s .remake decentralize power regulation democracy inequity</dc:subject>
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<item rdf:about="https://www.washingtonpost.com/education/2023/04/26/how-nationatrisk-report-hurt-public-schools/">
    <title>Gaslighting Americans about public schools: The truth about ‘A Nation at Risk’ - The Washington Post</title>
    <dc:date>2024-04-10T16:12:50+00:00</dc:date>
    <link>https://www.washingtonpost.com/education/2023/04/26/how-nationatrisk-report-hurt-public-schools/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[the commission had been launched by then Secretary of Education Terrell Bell to fend off the president’s 1980 campaign proposal to abolish the department. In its report, it laid out a strong argument in favor of a vigorous federal presence in education to support vulnerable students, aid higher education and research, and protect civil rights. These suggestions were quickly relegated to the dust bin of history [...]

two successive white papers reflecting on what we had heard from experts on the complexities of the school “system” in the United States. The essence of the two lengthy papers was that American schools had accomplished great things for the United States and were now faced with the joint challenges of (1) successfully educating a more diverse and lower-income population through high school, and (2) improving standards or we risked becoming mired in mediocrity. Virtually every reference to the accomplishments of American schools and the challenges of diversity and poverty disappeared from the succeeding drafts.

At the meeting to discuss my second draft, Holton showed up with a brilliant polemic, a handwritten draft he had developed. He read it aloud to the assembled commissioners. Castigating American public schools for the failures of American society and in particular the nation’s declining economic competitiveness, it became the foundation of “A Nation at Risk.”

[...]  The report, while putting education near the top of the national agenda, has served as an undertow helping undermine confidence in educators and public schools while trashing government generally. The argument of wholesale school failure has been an essential bulwark of the effort to privatize public education by diverting public funds into school vouchers and unaccountable charter schools, particularly the scandal-plagued for-profit charter sector [...]

“A Nation at Risk” also helped lay the foundation for 40 years of gaslighting Americans about the problems our society faces. Distracted by the false argument that most of our economic problems can be laid at the school door, policymakers have been able to ignore major problems including growing inequality, homelessness, drug addiction and the epidemic of gun violence [...]

Had the commission entered the treacherous waters of school finance — which promotes inequity in public education with a system that relies in large part on local property taxes — it would inevitably have had to deal with the troublesome issue of childhood poverty and unequal opportunity, a topic that commission leaders avoided.

In the end, this was a missed opportunity. The report was a product, like the other blunders identified by Stephen Weir, of decisions grounded in ignorance and pride. In this case, commission leaders, isolated from the real problems of the society about which they pontificated and arrogantly convinced that the answers they sought could be found in the faculty lounge, misread the nature of the problem, misinterpreted the cause and misled the American people.]]></description>
<dc:subject>US government 1980s education_reform politics whitepaper history</dc:subject>
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<item rdf:about="https://www.huffpost.com/entry/were-a-nation-at-risk-hap_b_94519">
    <title>We're a Nation At Risk (Happy April Fool's Day) | HuffPost Life</title>
    <dc:date>2024-04-10T13:26:00+00:00</dc:date>
    <link>https://www.huffpost.com/entry/were-a-nation-at-risk-hap_b_94519</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[There is a decent set of retrospectives on ANAR in the April Phi Delta Kappan.]]></description>
<dc:subject>US history 1960s 1970s education_reform politics culture</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="https://radicalscholarship.com/2024/02/23/big-lies-of-education-a-nation-at-risk-and-education-crisis/">
    <title>Big Lies of Education: A Nation at Risk and Education “Crisis” | dr. p.l. (paul) thomas</title>
    <dc:date>2024-04-10T13:25:50+00:00</dc:date>
    <link>https://radicalscholarship.com/2024/02/23/big-lies-of-education-a-nation-at-risk-and-education-crisis/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The narrative created by A Nation at Risk has none the less some enduring elements that are uncritically supported by mainstream media

[lots of links]]]></description>
<dc:subject>education_reform politics history</dc:subject>
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<item rdf:about="https://newpublic.substack.com/p/000-a-platform-with-no-likes-no-follower">
    <title>A platform with no likes, no follower count, and no comments (Sublime, Sari Azout)</title>
    <dc:date>2023-10-16T10:40:28+00:00</dc:date>
    <link>https://newpublic.substack.com/p/000-a-platform-with-no-likes-no-follower</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[connecting something requires a lot more than just passively liking [...]

How do we get rid of this obsession with the present? We believe that a culture that is stuck in the present cannot solve important problems [...]

this obsession with quantification, and just converting something as nuanced as human expression into a series of numbers, it just pushes us to ascribe value to these aggregated numbers instead of depth and resonance and meaningful connections [...]

from this immediacy and obsession with recency to this slowness and contemplation. When you go from perpetual information overload to the joy of discovery and insight [...]

Something I personally struggle with is, how do we balance the audacity of the vision with earning the right to get there slowly by delivering value to people? And I think we would all really just benefit from breaking down the audacity of this vision into realistic steps you can take.]]></description>
<dc:subject>.interview aggregate_and_annotate software networks knowledge_building history culture assessment internet .remake leadership</dc:subject>
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<item rdf:about="https://www.nytimes.com/2022/09/20/arts/indigenous-continent-pekka-hamalainen.html">
    <title>A Finnish Scholar Wants to Change How We See American History</title>
    <dc:date>2022-09-25T15:57:14+00:00</dc:date>
    <link>https://www.nytimes.com/2022/09/20/arts/indigenous-continent-pekka-hamalainen.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[[decentralized, kinship-based, and egalitarian political regimes made poor targets for imperial entradas]

hardly the first scholar to argue against the trope of the “doomed” Indian, who inevitably falls victim to the onslaught of guns, germs and capitalism [...]

Readers will encounter few familiar signposts like the Boston Massacre or the Constitution, and relatively little analysis of treaties and laws. Instead, the key texts include maps (both Indigenous and European), which, even into the 19th century, Hamalainen argues, illustrate the fragility of colonial claims over a vast continent dominated by “overwhelming and persisting Indigenous power.”

[...] the book’s ability to trace across eras and epochs is limited,” Blackhawk said, “particularly by its occasional disregard of things like law and policy, which are central to Native American sovereignty and lives.”

“Indigenous Continent” also invokes another concept that may raise some eyebrows: empire. In his books on the Comanche and the Lakota, Hamalainen characterized those nations as aggressively expansionist powers who themselves shoved aside other Native peoples and often dominated European settlers]]></description>
<dc:subject>US indigenous_people 1700s war history power perspective culture knowledge_building book_review</dc:subject>
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<item rdf:about="https://illinoislawreview.org/online/volume-2018/spring-volume-2018/reasonable-expectations/">
    <title>Reasonable Expectations (Hutt &amp; Polikoff reply to Elmendorf &amp; Shanske)</title>
    <dc:date>2018-05-22T13:29:52+00:00</dc:date>
    <link>https://illinoislawreview.org/online/volume-2018/spring-volume-2018/reasonable-expectations/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[decentralized curriculum decisions and concentrated political pressure resulted in a design for NAEP that reflected no particular curriculum and whose score was interpretable only relative to itself. Similarly, efforts throughout the 1960s to develop data on student achievement and access to opportunity simply overlaid uniform statistical categories on top of the messy, idiosyncratic, and non-standardized organization of American schooling.27 For instance, the effort to analyze national course taking patterns—features of important policy conversations throughout the 1980s and 1990s—were an artifact of a standardized coding scheme commissioned by the National Center for Education Statistics, not any actual standardization in state standards, course taking patterns, or curricula.

Far from being a mere academic or technocratic matter, the contrived uniformity of collected-school statistics had real-world consequences. The push to desegregate schools following Brown led to an increased focus on collecting information on school demographics. But statistics indicating school racial balance often masked the resegregation within schools achieved through curricular tracking.29 Subsequent statistical research identifying specific track placement and course-taking patterns that served as gatekeepers of educational opportunity led to calls for detracking and legislating specific course work. These calls were based on the theory, and available empirical evidence, that exposure to more rigorous material had positive effects on student achievement and life outcomes. In California, for instance, this led to a push for “Algebra for all” by 8th grade.30 While these efforts produced greater equity at the level of course-taking statistics—enrollments tripled within a decade—the curricular change produced, on average, a negative effect on students’ tenth grade math achievement scores [...]

while the ability to do sophisticated impact analyses has undoubtedly increased, there are many messy complications that make it challenging to construct a “what works” agenda in education. For instance, many educational policies and interventions work in some settings but not others: some charter schools are more effective than their local traditional public schools, while others are worse.36 Vouchers seem to work in some states but not others.37 Even for something as simple as comparing the effectiveness of two textbooks, studies will often return conflicting results.38 The fact that the conclusions are causal does not change the fact that the effects of the interventions are unclear [...]

What works with careful attention in one site may not work when brought to a larger scale, and efforts to rapidly scale a project may outstrip existing capacity and result in a much lower quality treatment in later years. To be clear, these challenges do not invalidate the important work that can be done with high quality educational data. They merely point to the challenges of relying on causal research to inform policy and practice [...]

how should we interpret—let alone apply—decades-old findings in a different policy context? If we found that two decades ago having access to computer courses and typing skills resulted in those students having a disproportionately high percentage of high paying technology jobs, would we still believe that this was the case two decades later? If we thought it was actually the skills in the classes that were valuable, then perhaps. But it seems just as likely that there was a first mover advantage; the value was in the novelty of the skills.]]></description>
<dc:subject>US history education schools learning assessment data .research criticism infrastructure law activism solutionism education_reform .hwhvg .hello-world</dc:subject>
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<item rdf:about="http://www.internationaleonline.org/research/alter_institutionality/70_use_knowledge_art_and_history_a_conversation_between_charles_esche_and_manuel_borja_villel">
    <title>Use, Knowledge, Art, and History. Charles Esche and Manuel Borja-Ville</title>
    <dc:date>2017-11-19T03:22:58+00:00</dc:date>
    <link>http://www.internationaleonline.org/research/alter_institutionality/70_use_knowledge_art_and_history_a_conversation_between_charles_esche_and_manuel_borja_villel</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[(CE) ...I am interested in genealogies in general, but only insofar as they inform the present moment, or open up ideas that seem excluded by the current consensus 

what I saw as the 'moment of danger' was and is still failing to significantly reshape the histories that are generally shared and that create a common belief in why society is the way that it is. From my point of view, this misunderstanding of how the world had changed in 1989 was also contributing to how fundamental social realities were subsequently perceived, such as climate change and growing inequality, themselves the result of the globalism heralded by the Internet and the death of communism [...]

It would seem a basic truth, even in modernist terms, that autonomy has to be taken not given and that it cannot be circumscribed within a curriculum. By incorporating such an important social concept as autonomy within the state education system, it is made more or less meaningless, and art itself becomes something without effective social value, or without 'use,' [...] The [final] thing such an understanding of art would need would be for art to matter in society and change not only imagination but concrete conditions on the ground [...]

the idea of utility as a problematic but stimulating term arose, something that countered modernist autonomy but didn't imply full instrumentalization. Utility has a long tradition going back to eighteenth-century philosopher David Hume and his ideas on the relationship between morality and utility. I believe it is worth exploring again through art, as perhaps the most quintessentially non-utilitarian thing [...]

(MBV) we live in a period that is characterized by being a permanent present without historical roots or links. No doubt, this has to do with new technologies and the virtual disappearance of any space/time border or barrier [...] it represents a great change, almost a revolution in the way humans perceive themselves and their position in relation to each other and to time. What we might do as a response is to think in the long term. There are forces that have focused their power and interest on money and material benefits and these have largely been the strongest forces in society. But there have also been a few movements where the important thing is that the human being builds a better society. The irony is that mostly the second, weaker tendency ends up saving the stronger one by helping humanity survive the crises where the focus of money and power usually leads. But, beyond these long-term processes, we can ask what has been happening in the last thirty years that makes it a specific historical period. One thing is obviously the technical revolution that facilitates the infinite present, but also this revolution emphasizes how the author disappears and the receiver or navigator becomes a co-author. Then, it is clear that the forces in the world have global impact but that the nation-state still forms our identity and our means of governmentality [...]

Museums like the Louvre or British Museum were born with the ideals of the Enlightenment and, however dark, colonial, and problematic Enlightenment values proved, they offered a promise of a bourgeois public sphere where values and education could be shared collectively by a limited number of enfranchised people. Now, instead of widening that franchise or recognizing the dark side of Enlightement values and modifying them, they were ignored and undermined. In their place, museums have become sites of total consumption [...]

we are working with tools that are basically no longer ours [...] the most radical art of the last thirty years is kind of anachronistic, perhaps with some exceptions related to art around new technologies. This art and our institutions then exist within a context and a public that are basically consumers who think they know what they want. Most importantly, they are a radically different political subject to the ones artists and museums spoke to during modernism. In modernity, the artistic avant-garde was connected to a political avant-garde and they were both working on the idea of sharing knowledge and education. Artists did this through developing a language that would allow a relative autonomy. The problem was how to create a language that drew on different sources but could still represent oneself. In this way the workers' movement and the avant-garde artists used photography, film, or collage to represent themselves because those used popular media and not the bourgeois language and culture of painting. Today, we don't need to look for a language of our own to represent ourselves. The problem is that language is co-opted almost from the beginning. It is no longer autonomous but rather empty [...] If art is to be anything today it has to create outflows of meanings and favour new forms of understanding and relationships. Being 'useful' is something else [...]

one of the problems [with the notion of 'Arte Útil'] is that its advocates don't take into account the materiality of the work of art and what it does in the world. It is important to understand that you can never predict the results of a work of art or whether it will have a use value in the future that is unknown today [...] 

art has to be valueless because the moment it has value you forget its other qualities. Value means that it will be bought and sold, turned into a communicational commodity, and then every political aspect of the work will be totally empty. So I think art has to be useless in the sense that it should have a structure that almost makes it impossible to be absorbed by the industry of communication [eg. James Coleman, Broodthaers, Asher]

[...] I don't think it is possible to persuade people anymore. It's a kind of nostalgia for educational ideas from the past. People are consumers now, you cannot tell them anything

(CE) [...] Being from the absolute core of Western Europe, from the place the United States most needed to have on its side after the Second World War, gave us huge confidence over three generations in our story of the world. That might have been less true in Spain during the same period. Part of what I do today, in an art historical and museological sense, is to try to shake that confidence. One way to do that is to combine contradictory ideas that are used ahistorically or outside art's traditional frame of reference [...] the origins of neoliberalism are Dutch and they are encoded by a certain religious and environmental tradition that has been exported around the world to places that do not necessarily have much instinctive understanding of it. That sense of ownership of capitalism is of course something which also gives Dutch society a very deep, rooted confidence that, in today's world, can seem inappropriate. Arte Útil in this context might be understood differently than in Spain or in Cuba [...] group and subject exhibitions such as the Museum of Arte Útil or Confessions of the Imperfect offer a different kind of resistance to what you find in Coleman and Broodthaers. The works themselves might be commodified later but at that moment they are placed within a narrative that is not easily dismissed [...]

[MVB] an ecology of knowledge can only be based on the fact that all knowledge is always inter-knowledge, a knowledge based on the relationship and antagonism of ideas. It is not just a derivative form of knowledge as it could be just a general pluralism, but a break with Western forms of acting and thinking. To think critically today means to think from the perspective of the other and, therefore, to question our own position, even if this position is plural. It is not only that there are different stories but that there is a chasm between them that makes them irreconcilable [...]

I don't think art needs to work on a large scale. Take a fundamental modern author like Stéphane Mallarmé and his most influential book, Un coup de dés, written in 1897 but only published in 1914. His original constituency, his readers, was a very small group of people. Yet, the book's ultimate influence is so profound that it is considered by many as the starting point of the modern space. Ideas like his may be small but the circles gradually widen. Mallarmé addressed his texts 'à qui veut,' to whoever wants to receive them. That does not mean that he did not want to reach out to other people, but just that he did not want to do it indiscriminately. It's what Mallarmé called restrained actions that slowly gather force [...]

The museum belongs to society and to the public and it is our job to create a space of agony where people can contribute with what they know. When it works, the museum creates not only knowledge, but also a will to learn, a will to have freedom, a will to get together and create a community of affection through learning together. This process should not be about results. It needs to be open but also opaque and complex. I think Arte Útil as an idea misses this element. It can too easily become about sharing communication [...]

(CE) [Apolonija Šušteršič] uses light therapy to create a meeting room inside the museum] One of the great falsehoods of social democracy was that the state is on society's side and we to rely on it rather than be suspicious and interrogate it regularly. We have seen the retreat of the state in the last thirty years, but no real critique of it from the left or on the part of public interest. There is the developing notion of the commons of course but no clear sense of what institutions of the commons will look like and how they can survive economically. I think usefulness, utility, and usership will be crucial terms in developing a museum of the commons for instance. They will not replace your ideas of anachronism, the abyssal, and difficulty, but they will parallel them.]]></description>
<dc:subject>art altermodern history assessment time audience-creators identity government consumer politics language media networks capitalism perspective knowledge_building .act4 democracy borders .hwhvg .hello-world</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:dccae1666512/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:art"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:altermodern"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:time"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:audience-creators"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:identity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:consumer"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:politics"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:media"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:networks"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:capitalism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:perspective"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:knowledge_building"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.act4"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:democracy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:borders"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hello-world"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://shermandorn.com/wordpress/?p=1145">
    <title>Whose values would be valued in a neoliberal education world? (Sherman Dorn in 2007)</title>
    <dc:date>2016-04-19T20:34:09+00:00</dc:date>
    <link>http://shermandorn.com/wordpress/?p=1145</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[arguments in favor of mayoral control contain a romantic view that is all too familiar to historians: change the structure and you can reduce if not eliminate the presumably nasty consequences of education politics. There are at least two fallacies in this romantic view: An unrealistic view of structural change as a panacea, and the blithe assumption that we’d want public education without politics [...]

the early promises of reformatories and other social reforms overpromised and ignored the corrupting influences of institutions and the expenses of running truly beneficial programs [...]

Mann’s kinder, gentler school didn’t survive in the nascent bureaucracy that he helped build. School bureaucracies were easily corrupted into hierarchies that held low expectations for the poorest students. We have the historical example of a structurally-oriented school reformer who still held complex views about what should happen inside the classroom, views that did respect the potential and humanity of children in ways that we should not ignore. Yet his humane vision of schools lost out, at least for most of a century. The structure he imagined did not require humane treatment of its inhabitants.]]></description>
<dc:subject>education_reform history</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:5de1c771c025/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://ows.edb.utexas.edu/sites/default/files/users/jvh/HER%20Vasquez%20Heilig%20Brown%20Brown.pdf">
    <title>The Illusion of Inclusion: A Critical Race Theory Textual Analysis of Race and Standards (Vasquez Heilig, Brown &amp; Brown, Fall 2012)</title>
    <dc:date>2015-11-14T22:27:16+00:00</dc:date>
    <link>http://ows.edb.utexas.edu/sites/default/files/users/jvh/HER%20Vasquez%20Heilig%20Brown%20Brown.pdf</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Drawing from coded and softened language that does not directly use, but alludes to, racism—“maintain the status quo”—this standard addresses racism but does so without directly using the term and without acknowledging the White identity of those implicated in these actions. This approach helps shape a specific category of person that engaged in racist behavior, such as southern congressmen and southern governors. While rendering Whiteness fundamentally invisible, it also relegates racism to individual predilection, prejudice, and behavior rather than to institutional structures and state-sanctioned officials who actively engaged in, ignored, or failed to adequately intervene on, but ultimately benefited from, racist, often violent White-initiated behavior [...]

whether subsequent policy makers across the United States will be able to resist co-opting state and national standards to instead detach knowledge from epistemological debates and standardize knowledge for their own political purposes remains to be seen.]]></description>
<dc:subject>culture race power government history texas language assessment education_reform common_core NCLB criticism .research .pdf .hwhvg civil_and_human_rights</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:972f0a9e3705/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:power"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:government"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:texas"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:language"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:common_core"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:NCLB"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:criticism"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.research"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.pdf"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.hwhvg"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:civil_and_human_rights"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.nytimes.com/2013/09/03/science/expecting-the-best-yields-results-in-massachusetts.html">
    <title>Expecting the Best Yields Results in Massachusetts</title>
    <dc:date>2013-10-16T15:36:42+00:00</dc:date>
    <link>http://www.nytimes.com/2013/09/03/science/expecting-the-best-yields-results-in-massachusetts.html</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[[brief mention:] While scores have improved across the board, the gap between the highest achievers and the lowest — notably blacks, Hispanics and special education students — has persisted.]]></description>
<dc:subject>education_reform history massachusetts race inequity</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:48ddf0d9d755/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:massachusetts"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:race"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:inequity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://bostonreview.net/us/predatory-learning">
    <title>Reforming Education for the Wrong Reasons</title>
    <dc:date>2013-06-14T02:05:00+00:00</dc:date>
    <link>http://bostonreview.net/us/predatory-learning</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[...the Midwest, especially the tiny towns, were wellsprings of social capital and thus of schools and human capital [...] The enormous increase in educational attainment in the early part of the twentieth century came primarily from a grass-roots movement [...] It was not due to a top-down mandate or pressure from the federal government, nor did it result from powerful local interest groups or arise because of legal compulsion]]></description>
<dc:subject>education_reform learning history high_school culture local MOOC prediction midwest .opinion opinion</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:357d81f3172f/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:high_school"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:culture"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:local"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:MOOC"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:prediction"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:midwest"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.opinion"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:opinion"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.theatlantic.com/national/archive/2013/04/the-coming-revolution-in-public-education/275163/">
    <title>The Coming Revolution in Public Education</title>
    <dc:date>2013-05-03T16:46:43+00:00</dc:date>
    <link>http://www.theatlantic.com/national/archive/2013/04/the-coming-revolution-in-public-education/275163/</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA["Reforms succeed to the degree that they adapt to and capitalize upon variability [from school to school and classroom to classroom]. Policies that aim to reduce variability by reducing teacher discretion not only preclude learning from situational adaptation to policy goals, they also can impede effective teaching." Today's corporate reformers are flying in the face of experience]]></description>
<dc:subject>education_reform common_core poverty diversity schools history inequity</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:431da25ac6db/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:education_reform"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:common_core"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:poverty"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:diversity"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:inequity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.joebower.org/2013/04/rebirth-of-teaching-machine-through.html?spref=tw">
    <title>for the love of learning: Rebirth of the Teaching Machine through the Seduction of Data Analytics: This Time It's Personal</title>
    <dc:date>2013-05-03T16:29:21+00:00</dc:date>
    <link>http://www.joebower.org/2013/04/rebirth-of-teaching-machine-through.html?spref=tw</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[The right data, meaningfully and thoughtfully used, could enhance individual and collective teacher efficacy. The same data could also be used by system leaders for narrow accountability regimes and punitive action [...]

Personalized learning is neither a pedagogic theory nor a coherent set of teaching approaches [...] A description of personalization of learning tightly linked to technology-mediated individualization ‘anywhere, anytime’ is premised on old ideas from the assembly line era. It is a model that is being advanced by the rapidly growing private corporations, virtual schools and charter school in the United States [...]

Personalizing learning can be a progressive stance to education reform, and is in line with many new forms of assessment, differentiated learning and instruction, and redesigning high schools beyond age cohorts and classes. More flexible approaches to education are undeniably necessary, and findings ways to personalize learning will be important if students are to adequately develop the skills and knowledge that will help them creatively navigate an uncertain future. However, personalized learning defined as an isolated child in front of a computer screen for hours on end is folly.]]></description>
<dc:subject>assessment learning history data .remake</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:3b1303d1c4ea/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:data"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:.remake"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.edweek.org/ew/articles/2011/02/02/19tanner.h30.html?tkn=WZYFjdInMK781mp%2BYSYIUN%2FzCzC63Yc%2Fle7O&amp;intc=es">
    <title>An Open Message to President Barack Obama</title>
    <dc:date>2011-05-19T04:59:19+00:00</dc:date>
    <link>http://www.edweek.org/ew/articles/2011/02/02/19tanner.h30.html?tkn=WZYFjdInMK781mp%2BYSYIUN%2FzCzC63Yc%2Fle7O&amp;intc=es</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[Back in the years of the Cold War, our public schools were blamed for contributing to the alleged missile gap and the prospect of losing the space race. Federal initiatives resulted in curricular priorities in our schools given to mathematics and science, to be led by university scholar-specialists. What students learned from these initiatives was that they did not like math and science. The consequence was that university enrollments in those disciplines plummeted, leading the president of the American Chemical Society to declare in his 1967 address at the society’s annual meeting, “We have committed a crime against a generation.” Earlier, Harvard University President James B. Conant had called for a moratorium on national testing. The situation is far worse today.]]></description>
<dc:subject>history assessment US learning schools inequity</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:135957b775b0/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:assessment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:US"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:learning"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:schools"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:inequity"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://www.theatlantic.com/doc/194507/bush">
    <title>As We May Think - The Atlantic (July 1945)</title>
    <dc:date>2009-12-22T15:55:45+00:00</dc:date>
    <link>http://www.theatlantic.com/doc/194507/bush</link>
    <dc:creator>Taryn</dc:creator><description><![CDATA[As Director of the Office of Scientific Research and Development, Dr. Vannevar Bush has coordinated the activities of some six thousand leading American scientists in the application of science to warfare. In this significant article he holds up an incentive for scientists when the fighting has ceased. He urges that men of science should then turn to the massive task of making more accessible our bewildering store of knowledge. For years inventions have extended man's physical powers rather than the powers of his mind. Trip hammers that multiply the fists, microscopes that sharpen the eye, and engines of destruction and detection are new results, but not the end results, of modern science. Now, says Dr. Bush, instruments are at hand which, if properly developed, will give man access to and command over the inherited knowledge of the ages. The perfection of these pacific instruments should be the first objective of our scientists as they emerge from their war work. Like Emerson's famous address of 1837 on "The American Scholar," this paper by Dr. Bush calls for a new relationship between thinking man and the sum of our knowledge. —THE EDITOR]]></description>
<dc:subject>technology history knowledge_building</dc:subject>
<dc:identifier>https://pinboard.in/u:Taryn/b:d3918205ebd5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:technology"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:history"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Taryn/t:knowledge_building"/>
</rdf:Bag></taxo:topics>
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