Purpose

The purpose of this study is to analyze the first major federal education policy, the Elementary and Secondary Education Act of 1965, and the most recent federal policy, the Every Student Succeeds Act of 2015, through a Black critical theory (BlackCrit) lens to understand better how these educational policies have served as antiblack projects. Furthermore, this study locates examples of educational Freedom Dreams in the past and present to imagine new possibilities in Black education.

Design/methodology/approach

By analyzing education policy documents and history through BlackCrit methods, the authors expose how education policy is inherently an antiblack project. Freedom Dreams catalyze possibilities for future education.

Findings

The data confirms that while these policies purport equity and accountability in education, they, in practice, exacerbate antiblackness through inequitably mandated standardized testing, distributed funding and policed schooling.

Originality/value

This paper applies BlackCrit analysis of education policy to reimagine Black educational possibilities.

中文翻译：

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超越教育政策的梦想：BlackCrit 对 ESEA 和 ESSA 的分析

目的

本研究的目的是通过黑人批判理论 (BlackCrit) 的视角，分析第一项主要联邦教育政策，即 1965 年《中小学教育法》，以及最新的联邦政策，即 2015 年《每个学生成功法》，以了解更好地了解这些教育政策如何充当反黑人项目。此外，这项研究还找到了过去和现在教育自由梦想的例子，以想象黑人教育的新可能性。

设计/方法论/途径

通过使用 BlackCrit 方法分析教育政策文件和历史，作者揭示了教育政策本质上是一个反黑人项目。自由梦想催化了未来教育的可能性。

发现

数据证实，虽然这些政策声称教育公平和问责，但实际上，它们通过不公平的强制标准化测试、分配资金和监管学校教育加剧了反黑人现象。

原创性/价值

本文应用 BlackCrit 对教育政策的分析来重新构想黑人教育的可能性。