Wayne Au
University of Washington Bothell, Education, Faculty Member
Critical pedagogy generally seeks to expose how relations of power and inequality,(social, cultural, economic) in their myriad forms, combinations, and complexities, are manifest and challenged in the formal and informal education of... more
Critical pedagogy generally seeks to expose how relations of power and inequality,(social, cultural, economic) in their myriad forms, combinations, and complexities, are manifest and challenged in the formal and informal education of children and adults (Giroux, 1997; ...
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... CPI is an approach to teacher education that is based in critical pedagogy, one that asks teachers ... Further, it falls into a tradition of teacher critical inquiry" that seeks to address the ... from decision-making power... more
... CPI is an approach to teacher education that is based in critical pedagogy, one that asks teachers ... Further, it falls into a tradition of teacher critical inquiry" that seeks to address the ... from decision-making power within that system), developed a curriculum that was inclusive of core ...
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Page 14. 1 Mapping Critical Education Michael W. Apple, Wayne Au, & Luis Armando Gandin Introduction Critical pedagogy—and critical educational studies in general—broadly seeks to expose how relations of power and ...
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Page 1. The Routledge International Handbook of Critical Education Edited by Michael W. Apple, Wayne Au and Luis Armando Gandin Page 2. The Routledge International Handbook of Critical Education Page 3. Routledge ...
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Traces the purposes, history, and forms of critical education and pedagogy
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Research Interests: Genetics, Sociology, Multiculturalism, Educational Technology, Death, and 12 moreMathematics Education, Immigration, Political Science, Economic Justice, Multicultural Education, Curriculum, Race, Racial discrimination, Cultural Differences, Interviews, Critical Language Awareness, and Academic standards
ABSTRACT The field of curriculum studies has a history of looking at its own past, summarizing and synthesizing the trends and patterns across its foundations. Whether through synoptic texts, historical analyses, or edited collections,... more
ABSTRACT The field of curriculum studies has a history of looking at its own past, summarizing and synthesizing the trends and patterns across its foundations. Whether through synoptic texts, historical analyses, or edited collections, the field's foundational retrospection typically traces a lineage of curriculum studies that runs through various official committees, university scholars, textbook designers, and school leaders at the turn of the 20th century and into the first few decades. In this critical essay, the authors draw from the theories of cultural memory and critical race theory, to contextualize how the histories of race and curriculum are portrayed. The authors find that, despite curriculum studies' more recent attention to issues of power and identity associated with race, culture, gender, and sexuality, the voices and curricular histories of communities of color in the United States are largely left out of the selective tradition associated with the narrative of the field's foundations. To challenge what amounts to a master narrative of the foundations of curriculum studies, the authors use Charles Mills's (1998) notion of revisionist ontology to explore the curricular conversations that took place in the African American, Native American, Mexican American, and Asian American communities typically left out of the hegemonic history of the field. In doing so, the authors point to the rich curricular history of communities of color and argue for the field of curriculum studies to challenge its own institutional racism and acknowledge the contributions these communities made to its foundations.
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... Sound Rethinking Schools, E. Wayne Ross, Simone Schweber, Christine Sleeter, Paulette Thompson, Haunani-Kay Trask, Gail Tremblay, Sophia ... school exit exams produce similar gaps in performance (Darling-Hammond, McClosky,... more
... Sound Rethinking Schools, E. Wayne Ross, Simone Schweber, Christine Sleeter, Paulette Thompson, Haunani-Kay Trask, Gail Tremblay, Sophia ... school exit exams produce similar gaps in performance (Darling-Hammond, McClosky, & Pecheone, 2006; Zabala, 2007), and ...
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Describes standpoint theory as applied to curriculum and curriculum inquiry
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Reports a metsynthesis of 49 qualitative studies using template analysis to examine effects of high-stakes testing on subject matter content alignment/contraction, changes in form of knowledge (fractured/integrated), and pedagogic change... more
Reports a metsynthesis of 49 qualitative studies using template analysis to examine effects of high-stakes testing on subject matter content alignment/contraction, changes in form of knowledge (fractured/integrated), and pedagogic change (student/teacher-centered)
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Abstract The Common Core State Standards (CCSS) and their associated high-stakes testing are key parts of the federal Race to the Top (RTTT) initiative. There has been considerable resistance to both CCSS and related testing, particularly... more
Abstract The Common Core State Standards (CCSS) and their associated high-stakes testing are key parts of the federal Race to the Top (RTTT) initiative. There has been considerable resistance to both CCSS and related testing, particularly from conservative actors. This resistance suggests that CCSS has caused substantial tension within the conservative alliance that originally coalesced around No Child Left Behind (NCLB). This article examines the fracturing of the NCLB alliance in response to RTTT and CCSS.
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During the past decades, the literature on what has come to be called criti-cal pedagogy has become extensive. Although this is an important develop-ment, all too much of that literature and not a few of the writers have been less... more
During the past decades, the literature on what has come to be called criti-cal pedagogy has become extensive. Although this is an important develop-ment, all too much of that literature and not a few of the writers have been less connected to the actual practices of real ...
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Critical pedagogy generally seeks to expose how relations of power and inequality,(social, cultural, economic) in their myriad forms, combinations, and complexities, are manifest and challenged in the formal and informal education of... more
Critical pedagogy generally seeks to expose how relations of power and inequality,(social, cultural, economic) in their myriad forms, combinations, and complexities, are manifest and challenged in the formal and informal education of children and adults (Giroux, 1997; ...
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Reports a metsynthesis of 49 qualitative studies using template analysis to examine effects of high-stakes testing on subject matter content alignment/contraction, changes in form of knowledge (fractured/integrated), and pedagogic change... more
Reports a metsynthesis of 49 qualitative studies using template analysis to examine effects of high-stakes testing on subject matter content alignment/contraction, changes in form of knowledge (fractured/integrated), and pedagogic change (student/teacher-centered)
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Describes standpoint theory as applied to curriculum and curriculum inquiry
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Provides a succinct but penetrating overview of Paulo Freire\u27s ideas on critical pedagogy
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Reviews history of Taylorism in curriculum theory and its current manifestation; describes the effects of contemporary high-stakes testing (recontextualization and commoditization) as attempts of policy-publics to control curriculum and... more
Reviews history of Taylorism in curriculum theory and its current manifestation; describes the effects of contemporary high-stakes testing (recontextualization and commoditization) as attempts of policy-publics to control curriculum and teaching from a distance for political purposes
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High-stakes standardized tests standardize which knowledge is assessed, and because consequences are tied to their results, they have the impact of standardizing classroom content, teaching, and learning. The result is that students whose... more
High-stakes standardized tests standardize which knowledge is assessed, and because consequences are tied to their results, they have the impact of standardizing classroom content, teaching, and learning. The result is that students whose cultural identities do not fit the standardized norms created by test-based must either adapt or are left out of the curriculum and the classroom. This happens in a few key ways. First, as schools face increased pressure to raise test scores, curriculum content that embraces the diversity of student history, culture, and experience gets pushed out. In turn, this standardization of content limits the diversity of teacher and student identities expressed in classroom pedagogical experiences. Finally, given the disparate racial achievement on high-stakes tests, students of color face more intense pressure to perform, while at the same time their educational experiences become increasingly restricted and less rich than those of affluent, whiter student...
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The Common Core State Standards (CCSS) have been adopted in 45 U.S. states. Driven by a wide coalition that includes both major U.S. political parties, the business elite, for-profit education corporations, cultural conservatives, and... more
The Common Core State Standards (CCSS) have been adopted in 45 U.S. states. Driven by a wide coalition that includes both major U.S. political parties, the business elite, for-profit education corporations, cultural conservatives, and both major U.S. teachers’ unions, the CCSS have mainly garnered glowing praise in mainstream U.S. media and widespread acceptance amongst political figures and public school districts nationwide. This paper undertakes a critical analysis of the origins and political tensions found within the CCSS, arguing that the CCSS will inevitably lead to restrictive high-stakes, standardized testing similar to that associated with No Child Left Behind. Further this paper specifically examines the treatment of the social studies within the context of CCSS and questions the likely outcomes of the recently drafted College, Career, and Civic Life (C3) Framework for Social Studies State Standards within the current political and cultural context of the United States.
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Schools in the United States are inundated with high-stakes, standardized tests, which are used as the central tool for educational policy and accountability systems there - often under the guise of promoting racial justice and civil... more
Schools in the United States are inundated with high-stakes, standardized tests, which are used as the central tool for educational policy and accountability systems there - often under the guise of promoting racial justice and civil rights. In this article the author uses empirical research on the impact of high-stakes to argue that, rather than promote educational equality, high-stakes testing in fact causes harm to working class and Black and Brown students as a form of retributive justice, which seeks to punish "wrongdoers" rather than addressing the actual material issues and conditions that contribute to educational achievement. Alternativey, in this article the author suggests that we can conceive of forms of restorative and transformative assessment that can be healing to our schools and communities as well as activist in nature.
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Wayne Au est professeur à la School of Educational Studies de l’Université de Washington Bothell et rédacteur en chef du magazine d’enseignement de la justice sociale, Rethinking Schools. Dans cet entretien conduit et traduit de l’anglais... more
Wayne Au est professeur à la School of Educational Studies de l’Université de Washington Bothell et rédacteur en chef du magazine d’enseignement de la justice sociale, Rethinking Schools. Dans cet entretien conduit et traduit de l’anglais par Sophie Coudray, Wayne Au
revient sur les enjeux actuels de l’éducation aux États-Unis en soulignant — entre autres — l’influence de Paulo Freire pour construire une pédagogie capable de résister aux différentes formes d’oppression.
revient sur les enjeux actuels de l’éducation aux États-Unis en soulignant — entre autres — l’influence de Paulo Freire pour construire une pédagogie capable de résister aux différentes formes d’oppression.