Abstract
This paper explores the problems of standardised testing and the kind of educationresulting from high stakes tests. The author utilises action research by examining herown teaching practices and student responses to the inclusion of critical pedagogy andart-infused assignments to increase perspectives of social justice in education.
| Original language | American English |
|---|---|
| Journal | Education Journal |
| Volume | 70 |
| State | Published - Jan 1 2018 |