Book published in 2012. Using Critical Discourse Analysis and Foucaultian Discourse Analysis, this study applies postcolonial theory to an examination of the discourses of wide-scale reading and writing assessments in Saskatchewan. The study provides answers to three questions examining how the discourses of wide scale assessments in reading and writing construct disadvantages for First Nations and Métis students and simultaneously construct advantages for white settler students.
Maintaining the “Achievement Gap”: How the Discourses of Wide-Scale Assessments Marginalize Students and Preserve the Educational Status Quo
Posted on April 24, 2019 by Steffany Salloum
Book published in 2012. Using Critical Discourse Analysis and Foucaultian Discourse Analysis, this study applies postcolonial theory to an examination of the discourses of wide-scale reading and writing assessments in Saskatchewan. The study provides answers to three questions examining how the discourses of wide scale assessments in reading and writing construct disadvantages for First Nations […]
