Abstract
This paper examines Ontario, Canada and Chile test-based systems of accountability and compares the concerted actions taken by both nations to achieve quality of education. Central to the paper are a reflection on and an analysis of who are the final beneficiaries of these test-based systems of countability and how specific social groups, primarily racialized and gendered students, are marginalized and appressed through colorblind and neutral neoliberal policies that perpetuate and further intensify educational inequities under the mantle of “efficiency” and accountability”. The paper seeks to envision new and alternative possibilities that work towards denaturalizing global trends in education that are presented as scientific truths while suggesting recommendations that can enable envisioning and implementing an education system centered, guided, and accounted for by the needs of students and their surrounding local communities.
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