If you require something physically tangible in the
presentation of your critique of standardized testing,
in order to render it more clearly, then perhaps it
will be sufficient for you to indicate the very
standards which are being applied to your project,
held over it, those which it must live up to and not
fall short of- that is, if you dont want to be left
behind...
This sort of self-reflexive rhetorical stratergy might
be an effecacious way of establishing the self-evident
relevance of your research.... (it provides its reason
and justification, its raison detre)
But I must worn you, for there is a danger involved
here: pointing to the very standards which are being
held over and against you may not, in the end, prevent
them from being bought to bear upon you inspite of
yourself. This I know from experience....
"It seems to me that the real political task in a
society such as ours is to criticize the workings of
institutions, which appear to be both neutral and
independent; to criticize and attack them in such a
manner that the political violence which has always
exercised itself obscurely through them will be
unmasked, so that one can fight against them."
>
> Zero B wrote:
>
>
> >Hi, my name is Marc Beerline and I am a senior at
> TunderRidge High
> School, a suburb of Denver. As a graduation
> requirement, we are
> required to do a "senior project"; in most cases,
> this project is a
> horse-and-show type of project where most students
> are awarded
> enthuastic A's for projects like "rebuilding my
> Mustang". I'm looking
> to do a Foucaultian critique of the public education
> system, in
> particular, the Power/Knowledge relationship within
> public
> schools--espeically with the pressures of
> standardized tests and the No
> Child Left Behind Act, either that or a cultural
> critique of American
> taboo. My only fear, unfortunately is that those on
> the board will not
> understand the significance of what I am
> researching, especially in
> terms of what the 'standards' of the project itself
> are. I am also
> struggling with how I could present this in some
> sort of presentation
> with something physcially tangible, as it is a
> requirement for the
> project. I do see the irony in my proposal and d!
> > illema. I
> > also need help with the specificity with what I am
> researching and how
> I am to go about doing it. Any suggestions would be
> great. Sorry, that
> was far from coherent.
> >
> >
> >---------------------------------
> >Yahoo! Photos
> > Ring in the New Year with Photo Calendars. Add
> photos, events,
> holidays, whatever.
>
>
>
------------------------------------------------------------------------
>
>
> _______________________________________________
> >Foucault-L mailing list
> _______________________________________________
> Foucault-L mailing list
>
Send instant messages to your online friends http://au.messenger.yahoo.com
presentation of your critique of standardized testing,
in order to render it more clearly, then perhaps it
will be sufficient for you to indicate the very
standards which are being applied to your project,
held over it, those which it must live up to and not
fall short of- that is, if you dont want to be left
behind...
This sort of self-reflexive rhetorical stratergy might
be an effecacious way of establishing the self-evident
relevance of your research.... (it provides its reason
and justification, its raison detre)
But I must worn you, for there is a danger involved
here: pointing to the very standards which are being
held over and against you may not, in the end, prevent
them from being bought to bear upon you inspite of
yourself. This I know from experience....
"It seems to me that the real political task in a
society such as ours is to criticize the workings of
institutions, which appear to be both neutral and
independent; to criticize and attack them in such a
manner that the political violence which has always
exercised itself obscurely through them will be
unmasked, so that one can fight against them."
>
> Zero B wrote:
>
>
> >Hi, my name is Marc Beerline and I am a senior at
> TunderRidge High
> School, a suburb of Denver. As a graduation
> requirement, we are
> required to do a "senior project"; in most cases,
> this project is a
> horse-and-show type of project where most students
> are awarded
> enthuastic A's for projects like "rebuilding my
> Mustang". I'm looking
> to do a Foucaultian critique of the public education
> system, in
> particular, the Power/Knowledge relationship within
> public
> schools--espeically with the pressures of
> standardized tests and the No
> Child Left Behind Act, either that or a cultural
> critique of American
> taboo. My only fear, unfortunately is that those on
> the board will not
> understand the significance of what I am
> researching, especially in
> terms of what the 'standards' of the project itself
> are. I am also
> struggling with how I could present this in some
> sort of presentation
> with something physcially tangible, as it is a
> requirement for the
> project. I do see the irony in my proposal and d!
> > illema. I
> > also need help with the specificity with what I am
> researching and how
> I am to go about doing it. Any suggestions would be
> great. Sorry, that
> was far from coherent.
> >
> >
> >---------------------------------
> >Yahoo! Photos
> > Ring in the New Year with Photo Calendars. Add
> photos, events,
> holidays, whatever.
>
>
>
------------------------------------------------------------------------
>
>
> _______________________________________________
> >Foucault-L mailing list
> _______________________________________________
> Foucault-L mailing list
>
Send instant messages to your online friends http://au.messenger.yahoo.com