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Author: Amy L. Kelly
High-stakes standardized testing has a long history of exclusion, oppression, power, and control with deep roots in the landscape of American education. In this text, the events and circumstances that have forged the way of high-stakes testing are presented in a straightforward and accessible manner.

This history is essential to understanding our current realities of testing in the United States especially as they relate to marginalization and control of certain populations. Furthermore, a historical perspective provides a lens to consider high-stakes standardized testing critically; to unpack the purposes, benefits, and damages of this practice.
This volume offers a Naming praxis with which teachers might more closely align with their ethical ideals in the midst of their daily practice and relationships with students. Framed ontologically in Maxine Greene’s existential-phenomenological notion of Becoming, the author explicates Greene’s Naming as a praxis within her own early teaching experiences through the interpretive methods of currere and teacher lore. This study evolves in epistolary conversation with Maxine Greene, teacher colleagues, and new teachers. It demonstrates the possibilities of applying critical reflective and discursive dialogue to the tensions of a teacher’s life of practice in order to identify the obstacles to and the opportunities of the Becoming of the teacher and the student(s) in the educational encounter.