“We would submit that any activity that draws upon resources of time and money that could be better directed to evidence-based practices is costly and should be exposed and rejected.” (¶5)
“When instruction is stripped of children’s cultural legacies, then they are forced to believe that the world and all the good things in it were created by others. This leaves students further alienated from the school and its instructional goals, and more likely to view themselves as inadequate.” (p 41)
The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).
“As we read our field notes we began to see how some of the children participated in events in both the in-classroom and out-of-classroom spaces of the school in a somewhat cautious and casual manner, positioning themselves and observing from the side rather than being in a moment in the class.” (p 277)