Why A New Generation of Teachers is Angry at Self-Styled Education ‘Reformers’

This is an excellent essay at Medium that I learned about from Peter Greene of Curmudgucation. I copy and paste it in its entirety in case you don’t like signing into Medium.

Why New Educators Resent “Reformers”

Let’s consider why so many young educators today are in open rebellion.

How did we lose patience with politicians and policymakers who dominated nearly every education reform debate for more than a generation?

Recall first that both political parties called us “a nation at risk,” fretted endlessly that we “leave no child behind,” and required us to compete in their “race to the top.”

They told us our problems could be solved if we “teach for America,” introduce “disruptive technology,” and ditch the textbook to become “real world,” 21st century, “college and career ready.”

They condemned community public schools for not letting parents “choose,” but promptly mandated a top-down “common core” curriculum. They flooded us with standardized tests guaranteeing “accountability.” They fetishized choice, chopped up high schools, and re-stigmatized racial integration.

They blamed students who lacked “grit,” teachers who sought tenure, and parents who knew too much. They declared school funding isn’t the problem, an elected school board is an obstacle, and philanthropists know best.

They told us the same public schools that once inspired great poetry, art, and music, put us on the moon, and initiated several civil rights movements needed to be split, gutted, or shuttered.

They invented new school names like “Green Renaissance College-Prep Academy for Character, the Arts, and Scientific Careers” and “Hope-Horizon Enterprise Charter Preparatory School for New STEM Futures.” They replaced the district superintendent with the “Chief Educational Officer.”

They published self-fulfilling prophecies connecting zip-coded school ratings, teacher performance scores, and real estate values. They viewed Brown v. Board as skin-deep and sentimental, instead of an essential mandate for democracy.

They implied “critical thinking” was possible without the Humanities, that STEM alone makes us vocationally relevant, and that “coding” should replace recess time. They cut teacher pay, lowered employment qualifications, and peddled the myth anyone can teach.

They celebrated school recycling programs that left consumption unquestioned, gave lip-service to “student-centered civic engagement” while stifling protest, and talked up “multiple intelligences” while defunding the arts.

They instructed critics to look past poverty, inequality, residential segregation, mass incarceration, homelessness, and college debt to focus on a few heartwarming (and yes, legitimate) stories of student resilience and pluck.

They expected us to believe that a lazy public-school teacher whose students fail to make “adequate yearly progress” was endemic but that an administrator bilking an online academy or for-profit charter school was “one bad apple.”

They designed education conferences on “data-driven instruction,” “rigorous assessment,” and “differentiated learning” but showed little patience for studies that correlate student performance with poverty, trauma, a school-to-prison pipeline, and the decimation of community schools.

They promised new classroom technology to bridge the “digital divide” between rich, poor, urban, and rural, while consolidating corporate headquarters in a few elite cities. They advertised now-debunked “value-added” standardized testing for stockholder gain as teacher salaries stagnated.

They preached “cooperative learning” while sending their own kids to private schools. They saw alma mater endowments balloon while donating little to the places most Americans earn degrees. They published op-eds to end affirmative action but still checked the legacy box on college applications.

They were legitimately surprised when thousands of teachers in the reddest, least unionized states walked out of class last year.

Meanwhile……

The No Child Left Behind generation continues to bear the fullest weight of this malpractice, paying a steep price for today’s parallel rise in ignorance and intolerance.

We are the children of the education reformer’s empty promises. We watched the few decide for the many how schools should operate. We saw celebrated new technologies outpace civic capacity and moral imagination. We have reason to doubt.

We are are the inheritors of “alternative facts” and “fake news.” We have watched democratic institutions crumble, conspiracies normalized, and authoritarianism mainstreamed. We have seen climate change denied at the highest levels of government.

We still see too many of our black brothers and sisters targeted by law enforcement. We watched as our neighbor’s promised DACA protections were rescinded and saw the deporters break down their doors. We see basic human rights for our LGBTQ peers refused in the name of “science.”

We have seen the “Southern strategy” deprive rural red state voters of educational opportunity before dividing, exploiting, and dog whistling. We hear climate science mocked and watch women’s freedom erode. We hear mental health discussed only after school shootings.

We’ve seen two endless wars and watched deployed family members and friends miss out on college. Even the battles we don’t see remind us that that bombs inevitably fall on schools. And we know war imposes a deadly opportunity tax on the youngest of civilians and female teachers.

Against this backdrop we recall how reformers caricatured our teachers as overpaid, summer-loving, and entitled. We resent how our hard-working mentors were demoralized and forced into resignation or early retirement.

Our collective experience is precisely why we aren’t ideologues. We know the issues are complex. And unlike the reformers, we don’t claim to have the answers. We simply believe that education can and must be more humane than this. We plan to make it so.

We learned most from the warrior educators who saw through the reform facade. Our heroes breathed life into institutions, energized our classrooms, reminded us what we are worth, and pointed us in new directions. We plan to become these educators too.

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And not just MesoAmerica!

This is important stuff! The roots of democracy run deep, and wide — ancient history was not all ruled by pharoahs, emperors, and gilded billionaires.

An article describes research I never heard of that shows that there was in fact quite a continuum from pure democracy to pure autarchy in past history — and if we look carefully at clues left behind in the archaelogical record, we can get an idea of how democratic (0r not) various ancient societies actually were.

I quote:

They come up with a scale of popular participation in government that runs from autocratic regimes to more collective or democratic regimes. In their causal model the internal or external origin of state revenues causes or determines the scores on the governance scale (see the diagram). In short, reliance on internal revenue sources leads to greater bureaucratization, greater popular control over rulers, and more provisioning of public goods. Rulers rely on their subjects for taxation, so they must treat them better. External revenue leads to the opposite pattern. Rulers get their revenue from elsewhere, so they have no incentive to treat their subjects well by providing public goods or giving them any say in governance.

Blanton & Fargher 2008: 254

Blanton and Fargher’s scale of rulership, which runs from autocratic to democratic or collective, is a major advance in understanding ancient states. Not all states were the same. Some rulers were despotic and seriously exploited their subjects, but other states had more collective forms of rule, which means that commoner subjects had some say in governance. They analyze the thirty polities in their sample on a host of variables, which are scored in various ways to produce three numerical scales: public goods provision; bureaucratization; and control of the ruler. The scores for these scales are summed to produce their governance scale, which runs from a low of 23.5 (Bakitara; Aceh, Nupe, and 12th century England are near the bottom) to a high of 52 (Classical Athens; also near the top: Republican Rome, Ming China and Lozi in Africa).

An Interactive, Up-To-Date Map of World Conflicts

Remember when we used to see maps of what ISIS/ISIL/Daesh was up to in Syria and Iraq, every day? Or what the Russian and Ukrainian governments were up to?

Don’t think it’s over just because it’s not on the news. Those conflicts are still on-going.

I just found an online utility that shows what side is currently holding what territory, and what recent bombings or attacks or meetings or mass murders have taken place in the last day or so. It looks like it gets updated very frequently. I am sure that like eveybody else, whoever puts this out has a certain amount of biases, but it’s probably a more complete source of information on world conflicts than you are likely to find in any other news outlet I can think of.

The link is here.

With it you can select your preferred area of interest. Here is a screen shot from today (4/23/2016), focused on Syria and Iraq. You really do need the legend to figure out what is going on, since the conflicts are very complicated affairs that I am glad I am not living close to. Let me know if clicking on the image below enlargse it, and feel free to follow the link above.

middle east conflicts

Published in: on April 23, 2016 at 8:10 pm  Leave a Comment  
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