Abstract
Northridge Elementary, a small public school serving almost entirely Navajo students, was recently labeled with a failing grade from the New Mexico Department of Education. This study explores what this label reveals and what it conceals. Using educational connoisseurship and criticism as the method of inquiry, this study considers how the label interacts with the structural, intentional, curricular, pedagogical, and evaluative dimensions within the school. As offered in the thematic aspect of the analysis, the label overgeneralizes realities of Northridge Elementary and is hindering rather the benefiting students.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
