Chapter 11: The Unintended Consequences of No Child Left Behind on an Indiana School Corporation: Implications for English Language Learners’ Advocates

Cochran-Smith et al. (2009) state, “Teacher education for social justice is an agenda that not only does not shortchange attention to students’ learning but in fact makes enhancing students’ learning and their life chances its core commitment” (p. 349). Further, they contend that teaching for social justice “reflects a central and essential purpose of teaching in a democratic society, wherein the teacher is an advocate for students whose work supports larger efforts for social change” (p. 349). In order for future teachers to become self-advocates and advocates for their colleagues and students, they need to understand the power relations that exist between teachers, administrators, policymakers, and other educational stakeholders. Currently, these power relations are largely influenced by the No Child Left Behind Act of 2001 (NCLB).