Accountability metrics operate as cultural conquest replacing teachers’ inner value systems.

Evidence

The focus on promoting productivity and performance has changed and even undermined what it means to be a teacher, particularly because the “field of judgment and its values” are determined from the outside (Ball, 2003, p. 216). This is what Freire (1970) terms “cultural conquest” (p. 153)—a means by which the oppressed are invaded, and their own value systems and standards are replaced by those of the oppressor. When this happens, one’s invaded self is shaped by outer sociocultural forces, and thus programmed to conform to the “values, standards, and goals of the invaders” (Freire, 1970, p. 153). — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 676

Categorization

• XREF: Extends Freire’s cultural conquest concept (referenced in chapter 12) to teachers as the oppressed group. — connects to: Accountability standards push teachers into fabricated performances that erase their inner selves. — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 675; Educational reform fails when it changes curricula rather than the social complex producing teachers — Antonio Gramsci, Selections from the Prison Notebooks, 355; Accountability-driven evaluation forces teachers into fabricated performances that erode their sense of self — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 675
• DEFINE: Clarifies Freire’s term ‘cultural conquest’ as the invasion and replacement of the oppressed group’s value standards.

Broader Connections

• Educational reform fails when it changes curricula rather than the social complex producing teachers #expands (0.85) — Antonio Gramsci, Selections from the Prison Notebooks, 355