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well, that's basically how i see the logic behind "no child left behind"...
and there's a host of strong arguments that connect education to forms of social control.
but that doesn't really help explain the longer-term trends within the educational system itself.
i mean, it's not like nclb was sold in anything like the terms that are being used here to describe it, right?
and the system itself functions in significant measure through a denial of it's own social control components--except in "disciplining" modalities---which raises the process of redefining "special needs" students over the past 20 years or so--but that's another question, off the topic (i think snowy talked about it earlier and in a more lucid way than i have)---in part because control is not the only function the educational system performs. rather, it's kind of like the reverse side of developing skillsets.
that said, the specific questions of how and why this transfer of functions from high schools into universities happened aren't answered by any of this.
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a gramophone its corrugated trumpet silver handle
spinning dog. such faithfulness it hear
it make you sick.
-kamau brathwaite
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