Pearson Learning and the Onogoing Corporatization of Public Education
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Authors
Dennis Attick
Deron Boyles
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Journal Article, Academic Journal
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Abstract
This paper examines Pearson’s growing influence over, and profiteering from, public education in the United States. More specifically, we explore homogeneity, imposition, and hegemony as key constructs for understanding Pearson’s role with EdTPA and the ongoing movement to standardize teacher education and increase accountability over teacher education programs. Further, we examine the ways in which this movement continues to situate public education within a free-market ideology. We begin the paper by briefly retracing Pearson’s growth in the education market and then focus on Pearson’s new role in P-12 and higher education where the company serves as administrator of EdTPA, rapidly becoming the primary evaluation tool of teacher candidates, teacher educators, and teacher education programs in the U.S.