ABSTRACT

Recent efforts to opt out of assessments have focused attention on the role that testing plays in accountability reforms in the United States. While opt-out activists often invoke the disproportionate impact of these reforms on communities of color, opting out has been more widespread in mostly White, affluent, and suburban communities. This study explores how resistance to testing is embedded in larger discourses of race, privilege, and opportunity in education. Through discourse analysis, we explore how activists located themselves within racial groups at a national conference in the United States. We show how (1) the mention of racialized identities was often accompanied by discursive markers that anticipated social discomfort and (2) activists of color named their racialized identities more so than White activists, and in ways that were strategic, suggesting activists of color did the harder work of weaving together a racially diverse movement.

摘要

最近选择退出评估的努力将注意力集中在测试在美国问责制改革中所起的作用。虽然选择退出活动家经常援引这些改革对有色人种社区的不成比例的影响，但选择退出在大多数白人、富裕和郊区社区中更为普遍。本研究探讨了对测试的抵制如何嵌入到有关种族、特权和教育机会的更大话语中。通过话语分析，我们探讨了激进分子如何在美国全国会议上将自己定位在种族群体中。我们展示了（1）提到种族化身份时，往往伴随着预示社会不适的话语标记；（2）有色人种活动家比白人活动家更频繁地命名他们的种族化身份，