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robertogreco : jonathankozol   8

Balance : Stager-to-Go
"Ah, balance!

Balance is the Fabreze of education policy. It is a chemical spray designed to mask the stench of a two year-old tuna sandwich found in the minvan with the artificial bouquet of an April rain dancing on a lily pad.

• Balanced literacy got us systemic phonics.
• Balanced math begot Singapore Math worksheets.
• Balanced standards produced The Common Core.
• Balanced policy debates produced No Child Left Behind and Race-to-the-Top

A balanced approach to educational technology made computer science extinct in schools and has now taught two generations of children to find the space bar in a computer lab-based keyboarding class.

I could go on.

Balance is elusive. It is fake and lazy and cowardly and sad. Balance is embraced by those who don’t know or can’t/won’t articulate what they truly believe. Balance fills the void left by the absence of alternative models and excellence. It is anonymous.

Educators are told that passion should be tempered. Every pedagogical idea is just fine as long as it is “for the children.” We should just do our jobs and not complain about outrageous attacks on our dignity, paycheck, curriculum, working conditions, or the living conditions of the students we serve.

Balance fills the school day with mandates and directives and lots of interruptions that while offering an illusion of options make it impossible for a learner to focus on anything long enough to become good at it.

Balance teaches children that teachers are helpless pawns in a system they don’t control or cannot understand.
Balance is the absentee parent of incrementalism. As educators take “baby steps” towards what they know is right or righteous they lead a long and meandering hike after which the followers cannot remember the original destination.
“This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism.” (Martin Luther King, Jr., 1963)

Educators are to remain neutral and seek consensus at all-costs. Balance programs us to find the silver lining in tornados. There MUST be SOMETHING good in what Bill Gates or Sal Khan or any number of a million corporations with ED or MENTUM or ACHIEVE or VATION in their names happen to be peddling.

The laws of the political universe, and education is inherently political, greet each embrace of “balance” as ten steps in a more conservative direction. There is no balance – just weakness.

I urge you to read one of my favorite passages ever written about “balance” in education. It is from a lesser-known classic, On Being a Teacher,”  by the great American educator, Jonathan Kozol. Please take a few minutes to read, “Extreme Ideas. [ ]”
garystager  balance  compromise  mediocrity  submission  2014  jonathankozol  resistance  hybridmodel  politics  policy  weakness  dilution  unschooling  deschooling  tcsnmy  curriculum  commoncore  phonics  rttt  nclb  mandates  directives  rules  standardization  helplessness  gradualism  teching  pedagogy  schools  education  khanacademy  socialjustice  leadership  learning 
november 2014 by robertogreco
Convivial Tools in an Age of Surveillance
"What would convivial ed-tech look like?

The answer can’t simply be “like the Web” as the Web is not some sort of safe and open and reliable and accessible and durable place. The answer can’t simply be “like the Web” as though the move from institutions to networks magically scrubs away the accumulation of history and power. The answer can’t simply be “like the Web” as though posting resources, reference services, peer-matching, and skill exchanges — what Illich identified as the core of his “learning webs” — are sufficient tools in the service of equity, freedom, justice, or hell, learning.

“Like the Web” is perhaps a good place to start, don’t get me wrong, particularly if this means students are in control of their own online spaces — its content, its data, its availability, its publicness. “Like the Web” is convivial, or close to it, if students are in control of their privacy, their agency, their networks, their learning. We all need to own our learning — and the analog and the digital representations or exhaust from that. Convivial tools do not reduce that to a transaction — reduce our learning to a transaction, reduce our social interactions to a transaction.

I'm not sure the phrase "safe space" is quite the right one to build alternate, progressive education technologies around, although I do think convivial tools do have to be “safe” insofar as we recognize the importance of each other’s health and well-being. Safe spaces where vulnerability isn’t a weakness for others to exploit. Safe spaces where we are free to explore, but not to the detriment of those around us. As Illich writes, "A convivial society would be the result of social arrangements that guarantee for each member the most ample and free access to the tools of the community and limit this freedom only in favor of another member’s equal freedom.”

We can’t really privilege “safe” as the crux of “convivial” if we want to push our own boundaries when it comes to curiosity, exploration, and learning. There is risk associated with learning. There’s fear and failure (although I do hate how those are being fetishized in a lot of education discussions these days, I should note.)

Perhaps what we need to build are more compassionate spaces, so that education technology isn’t in the service of surveillance, standardization, assessment, control.

Perhaps we need more brave spaces. Or at least many educators need to be braver in open, public spaces -- not brave to promote their own "brands" but brave in standing with their students. Not "protecting them” from education technology or from the open Web but not leaving them alone, and not opening them to exploitation.

Perhaps what we need to build are more consensus-building not consensus-demanding tools. Mike Caulfield gets at this in a recent keynote about “federated education.” He argues that "Wiki, as it currently stands, is a consensus *engine*. And while that’s great in the later stages of an idea, it can be deadly in those first stages.” Caulfield relates the story of the Wikipedia entry on Kate Middleton’s wedding dress, which, 16 minutes after it was created, "someone – and in this case it probably matters that is was a dude – came and marked the page for deletion as trivial, or as they put it 'A non-notable article incapable of being expanded beyond a stub.’” Debate ensues on the entry’s “talk” page, until finally Jimmy Wales steps in with his vote: a “strong keep,” adding "I hope someone will create lots of articles about lots of famous dresses. I believe that our systemic bias caused by being a predominantly male geek community is worth some reflection in this context.”

Mike Caulfield has recently been exploring a different sort of wiki, also by Ward Cunningham. This one — called the Smallest Federated Wiki — doesn’t demand consensus like Wikipedia does. Not off the bat. Instead, entries — and this can be any sort of text or image or video, it doesn’t have to “look like” an encyclopedia — live on federated servers. Instead of everyone collaborating in one space on one server like a “traditional” wiki, the work is distributed. It can be copied and forked. Ideas can be shared and linked; it can be co-developed and co-edited. But there isn’t one “vote” or one official entry that is necessarily canonical.

Rather than centralized control, conviviality. This distinction between Wikipedia and Smallest Federated Wiki echoes too what Illich argued: that we need to be able to identify when our technologies become manipulative. We need "to provide guidelines for detecting the incipient stages of murderous logic in a tool; and to devise tools and tool systems that optimize the balance of life, thereby maximizing liberty for all."

Of course, we need to recognize, those of us that work in ed-tech and adopt ed-tech and talk about ed-tech and tech writ large, that convivial tools and a convivial society must go hand-in-hand. There isn’t any sort of technological fix to make education better. It’s a political problem, that is, not a technological one. We cannot come up with technologies that address systematic inequalities — those created by and reinscribed by education— unless we are willing to confront those inequalities head on. Those radical education writers of the Sixties and Seventies offered powerful diagnoses about what was wrong with schooling. The progressive education technologists of the Sixties and Seventies imagined ways in which ed-tech could work in the service of dismantling some of the drudgery and exploitation.

But where are we now? Instead we find ourselves with technologies working to make that exploitation and centralization of power even more entrenched. There must be alternatives — both within and without technology, both within and without institutions. Those of us who talk and write and teach ed-tech need to be pursuing those things, and not promoting consumption and furthering institutional and industrial control. In Illich’s words: "The crisis I have described confronts people with a choice between convivial tools and being crushed by machines.""
toolforconviviality  ivanillich  audreywatters  edtech  technology  education  2014  seymourpapert  logo  alankay  dynabook  mikecaufield  wardcunningham  web  internet  online  schools  teaching  progressive  wikipedia  smallestfederatedwiki  wikis  society  politics  policy  decentralization  surveillance  doxxing  gamergate  drm  startups  venturecapital  bigdata  neilpostman  paulofreire  paulgoodman  datapalooza  knewton  computers  computing  mindstorms  control  readwrite  everettreimer  1960s  1970s  jonathankozol  disruption  revolution  consensus  safety  bravery  courage  equity  freedom  justice  learning 
november 2014 by robertogreco
Published: The Old Revolution
"…perhaps most importantly, [this revolution] is driven by what one might call a “rethinking the basics” movement, in which educators everywhere cannot help but see a disconnect between their traditional modes of teaching and the world in which we all now live.

As Dewey noted, the goal is not to counter traditional education and its strict organization with its perceived opposite (disorganization)—but instead to create what Web designers today might call an “architecture for participation.” The learning environments we need may be more fluid, adaptable, collaborative, and participatory, but they are not unstructured and unorganized. As Maurice Friedman noted while explaining Martin Buber’s educational philosophy, “The opposite of compulsion is not freedom but communion…” (1955). [Martin Buber: The Life of Dialogue, by Maurice S. Friedman, 1955]"
culturewars  learning  history  teachingasaconservingactivity  backtobasics  traditionalism  pedagogy  teaching  teachingasasubversiveactivity  charlesweingartner  jonathankozol  jeromebruner  paulofreire  neilpostman  gamechanging  jaymathews  johndewey  progressive  education  change  michaelwesch  2011 
february 2012 by robertogreco
Critical pedagogy - Wikipedia
"Critical pedagogy is a philosophy of education described by Henry Giroux as an "educational movement, guided by passion and principle, to help students develop consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action."[1]

Based in Marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, and other movements that strive for what they describe as social justice. Critical pedagogue Ira Shor defines critical pedagogy as:

"Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)"
criticalpedagogy  education  pedagogy  criticaleducation  democracy  philosophy  henrygiroux  authoritarianism  authority  freedom  knowledge  teaching  learning  schools  power  control  lcproject  unschooling  deschooling  activism  marxism  anarchism  anarchy  feminism  socialjustice  justice  iraschor  habitsofmind  habitsofthought  reading  writing  literacy  depth  tcsnmy  wisdom  personalconsequences  socialcontext  empowerment  process  experience  depthoverbreadth  politics  paulofreire  michaelapple  howardzinn  jonathankozol  johnholt  johntaylorgatto  matthern  foucault  michelfoucault 
april 2011 by robertogreco
Gary Stager: Wanna be a School Reformer? You Better do Your Homework!
"Reading is important for children and adults alike. Therefore, I challenged myself to assemble an essential (admittedly subjective) reading list on school reform. The following books are appropriate for parents, teachers, administrators, politicians and plain old citizens committed to the ideal of sustaining a joyful, excellent and democratic public education for every child."
education  reform  garystager  books  toshare  topost  teaching  readinglist  alfiekohn  angelopatri  seymourpapert  seymoursarason  dennislittky  samanthagrabelle  deborahmeier  tedsizer  jonathankozol  herbertkohl  susanohanian  geraldbracey  juanitadoyon  progressive  unschooling  deschooling  learning  schools  policy  tcsnmy  lcproject 
october 2010 by robertogreco

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