Abstract
The regime of school accountability in the U.S. is largely a manifestation of dominant social and cultural norms of individualism, competition, uncritical economic growth, and a consumerist orientation. Current school accountability practices, centered on homogenizing and restrictive standardized testing practices, are deeply incongruent with fundamental aspects of ecojustice. If the ultimate purpose of school accountability is to ensure children’s readiness for future success, can there be a more important goal than to assure a viable ecological future for individuals, communities, and natural systems? This chapter explores an alternative vision for school accountability, one that seeks to ensure schools are engaging children with the Earth in local, meaningful, and respectful ways, and are equipping students for complex decision-making.
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Shume, T. (2015). Put Away Your No. 2 Pencils—Reconceptualizing School Accountability Through EcoJustice. In: Mueller, M., Tippins, D. (eds) EcoJustice, Citizen Science and Youth Activism. Environmental Discourses in Science Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-11608-2_3
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